No abstract

The increase in ecological problems day by day leads to irreparable dangers. This situation obliges people to live in harmony with other living things and the environment. It also increases the importance of ecology science. Therefore, ecological literacy is a qualified basis for the sustainable development of individuals. As a matter of fact, it is necessary to educate students with ecological awareness and environmentally sensitive behaviors. Social studies teachers have a central role for students to care about the sustainability of life and become responsible citizens. In this research, social studies teachers' views and awareness of ecological literacy are examined. 34 social studies teachers working in different provinces of Turkey participated in this research in which qualitative research method was used. Data was collected with a structured interview form consisting of open-ended questions prepared by the researcher. The data obtained in the research were analyzed by content analysis. It has been seen that the definitions of ecology, ecological literacy, the aims of ecological literacy and the characteristics of the ecologically literate individual are similar to the literature. In addition, the teachers emphasized that an active citizen is ecologically literate and that the social studies course is related to the science of ecology. Teachers expressed views on different principles, theories, strategies, methods, techniques and activities in the implementation of ecological literacy education. In addition, teachers drew attention to the difficulties that may be encountered before, during and after ecological literacy education.

The aim of the study is to examine and determine the thoughts of recycling of the situations (gender, grade level, educational status of parents) that affect the recycling attitudes of secondary school students. Explanatory design has been preferred among the mixed method research designs in which both quantitative and qualitative approaches are used together in the research. The study group of the quantitative part of the research consists of 700 students studying in secondary schools and the study group of the qualitative part consists of 30 students identified as selected. The data of the research were obtained with the “Recycling Scale” and “Image Form”. In order to compare the scale scores related to gender variable, Whitney U Test was used; in order to compare the scale scores related to grade level, maternal education and paternal education status variables, Kruskal Wallis Test was used. The qualitative data obtained from the students’ drawings were analyzed by content analysis. According to the results obtained from the research, students’ attitudes towards recycling are high in a positive way; it has been determined that there is no difference according to gender and education level of their mothers. It has been determined that there is a difference in the attitudes of the students towards recycling according to the grade level and educational status of their fathers. It is seen that students include elements such as people, trees, garbage, factory, cloud and garbage boxes in the paintings related to recycling. In this context, it can be said that student perceptions about recycling include recycling components.

Bu çalışmanın amacı, sosyal bilgiler öğretmeni adaylarının popüler kültür kavramına ilişkin görüşlerini ortaya koymaktır. Öğretmen adaylarının oluşturdukları metaforlar, gerek eğitim gerekse toplumsal yönden katkı sunacaktır. Araştırmada nitel araştırma yöntemlerinden fenomenoloji (olgubilim) deseni kullanılmıştır. Araştırmanın çalışma grubunu, amaçlı örnekleme yöntemlerinden ölçüt örnekleme yöntemi ile 2022-2023 eğitim öğretim yılı güz döneminde Türkiye'de iki devlet üniversitesinin eğitim fakültesinde öğrenim görmekte olan 233 sosyal bilgiler öğretmeni adayları oluşturmaktadır. Öğretmen adaylarının popüler kültür kavramına ilişkin algılarını metafor yoluyla belirlemek amacıyla, "Popüler kültür, …………. gibidir; çünkü …………" ifadesinden oluşan bir form aracılığıyla veriler toplanmıştır. Çalışma sonucunda popüler kültür kavramına ilişkin olarak sosyal bilgiler öğretmeni adayları tarafından toplam 22 kavramsal kategoride 146 metafor geliştirdiği, geliştirilen metafor sayısının ise 205 olduğu tespit edilmiştir. Araştırma sonucunda öğretmen adaylarının popüler kültür kavramına yönelik bilgilerinin yeterli düzeyde olduğu saptanmıştır. Fakat metaforlar ve ilgili metaforların geliştirilme gerekçeleri öğretmen adaylarının önemli bir

Purpose: The main purpose of geography teaching in primary school is to give students a geographical identity, to introduce and make sense of the local and global environment. Qualifying questions and geographical inquiry skills play an essential role in achieving the goals as mentioned above of geography. The purpose of this research is to determine the level of primary school teachers' questioning skills for teaching place and way-finding gains in terms of Revised Bloom's Taxonomy. The revised Bloom Taxonomy consists of six categories: knowledge, comprehension, application, analysis, synthesis, and evaluation. Design/Methodology/Approach: The research was carried out based on the document analysis pattern, one of the qualitative research methods, by following per the purpose of the study. The research was carried out with 32 primary school teachers working in public schools in different provinces of Turkey in the 2020-2021 academic year. To collect data in the research, the "Questioning Skill Form about Finding Place and Way-finding Gains" was used. A total of 426 questions prepared by the teachers were analyzed by descriptive analysis in terms of the cognitive process dimension of the Revised Bloom Taxonomy. Findings: In line with the data obtained and the analyzes made, determined that the questions prepared by the teachers for the location acquisitions were at a low cognitive level. In addition, determined that the questions prepared by the teachers were mainly for the steps of understanding, remembering, and applying, respectively. Highlights: Within the scope of the results obtained, suggestions are offered for primary school teachers' tendency to create more questions about high-level cognitive areas in the teaching of place and direction, which is a functional subject, and for further research.