The impact of climate change and the demand of people for water resources are dramatically increasing. In order to protect water supply in the world, it is essential to develop individuals’ sustainable water consumption behaviors. Teachers play a key role in fostering students’ beliefs, attitudes, values and behaviors about sustainable water consumption. Therefore, the aim of this study was to explore pre-service teachers’ sustainable water consumption behaviors using the Value-Belief-Norm theory. 481 pre-service teachers completed a questionnaire measuring sustainable water consumption behavior, universal values, personal norms and beliefs that were categorized as awareness of consequences and ascription of responsibility. The results revealed that the Value-Belief-Norm theory could successfully explain sustainable water consumption behaviors of pre-service teachers. The study revealed that personal norm was a strong predictor to explain sustainable water consumption behavior. Mediation analysis confirmed the causal order of the variables in the model. In other words, personal norms mediated the relationship between ascription of responsibility and sustainable water consumption behavior; ascription of responsibility mediated the relationship between awareness of consequences and personal norms; awareness of consequences mediated the relationship between biospheric-altruistic values and ascription of responsibility; and lastly, personal norms mediated the relationship between biospheric-altruistic values and sustainable water consumption behavior. The results have important implications for education programs and environmental program designers. Through designing water conservation education programs, teachers and students’ sustainable water consumption behaviors can be fostered by strengthening their biospheric-altruistic values, environmental beliefs and personal norm to act for the environment.

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Bu makale, en az iki hakem tarafından incelenmiş ve intihal içermediği teyit edilmiştir. / This article has been reviewed by at least two referees and confirmed to include no plagiarism.

Subject teachers can contribute to education for sustainability by integrating sustainability concept into their courses. By relating mathematics topics with today's world problems, mathematics teachers can realize the significance of teaching sustainability. As a starting point, this study aimed to investigate the opinions of middle school pre-service mathematics teachers related to incorporating sustainability to their teaching. Method: In this study, a basic qualitative research design was used. The data were collected using semistructured interviews with 10 middle school preservice mathematics teachers. A coding manual was developed considering the relevant literature.

The purpose of this study was to integrate nature and natural materials in art activities in pre-school education setting. Eight pre-service early childhood teachers taking practicum course participated in this study. Pre-service teachers were encouraged to use nature and natural materials in art activities through ten weeks period. Qualitative data consisted of art activities conducted with natural materials in the practicum course and interviews conducted with pre-service teachers before and after they applied their activities. Findings of the study revealed that pre-service teachers used unusual and engaging material compared to conventional stationary materials generally used in art activities. Pre-service teachers' art materials included stones, leaves, soil, sand, bones, fruits, animal products and parts but not limited to those materials. Pre-service teachers used these materials in their art activities in two different ways. First, they used these materials as substitutes of stationery materials. For instance, they filled the bird picture with stones and leaves instead of filling with colourful papers, beads and silver. Second use of natural materials fit better to aim of this study since pre-service teachers lead children to create authentic art products with natural materials that they provide to them. Moreover, throughout the course pre-service teachers' self-confidence to apply nature based art activities developed. Makale Türü Özgün MakaleÖz: Bu çalışmanın amacı okul öncesi eğitimde doğayı ve doğal malzemeleri sanat etkinlikleriyle birleştirmektir. Çalışmaya okul deneyimi dersini alan sekiz öğretmen adayı katılmıştır. Öğretmen adayları on hafta boyunca doğa ve doğal malzemeleri sanat etkinliklerinde kullanmaları için teşvik edilmişlerdir. Çalışmanın nitel verileri okul deneyimi dersinde doğal malzemelerle uygulanan sanat etkinlikleri ve çalışmaya katılmadan önce ve sonra yapılan görüşmelerden oluşmaktadır. Çalışmanın verilerine göre öğretmen adaylarının sanat etkinliklerinde çoğunlukla kullanılan kırtasiye malzemelerine yerine daha az kullanılan ve daha ilginç malzemeler kullandıkların ortaya koymuştur. Öğretmen adaylarının kullandıkları materyaller taş, yaprak, toprak, kum, kemik, meyve, hayvanlara ait olan parçalar ve ürünleri içermekle birlikte bunlarla sınırlı değildir. Öğretmen adayları bu malzemeleri etkinliklerinde iki farklı şekilde kullanmışlardır. İlk olarak doğal malzemeleri kırtasiye malzemelerinin yerine kullanmışlardır. Örneğin, bir kuş resmini renkli kağıtlar, sim ve boncuk yerine taş ve yapraklarla doldurmuşlardır. İkinci kullanılış şekli bu çalışmanın amacına daha çok uymaktadır çünkü öğretmen adayları çocukları doğal malzemelerle özgün ürünler yaratmaya yönlendirmişlerdir. Ayrıca ders süresince öğretmen adaylarının doğa temelli sanat etkinliklerinin uygulanmasına yönelik kendilerine güvenleri artmıştır.