Development of a Measurement Tool for Sustainable Development Awareness

Abstract

Raising the sustainable development awareness is of great importance for the continuation of the world's livability. Teachers have a great responsibility in order for individuals to make sustainable development a part of their lives. For this reason, teachers need to be individuals with sustainable development awareness. In this study, it was aimed to develop a scale for determining the sustainable development awareness of teacher candidates. The developed scale consists of three subdimensions including economy, society, and environment and a total of 36 items. 425 science teacher candidates from seven state universities in Turkey participated in the research. The Cronbach's alpha reliability coefficient for the overall scale was calculated as 0.91. Confirmatory factor analysis was performed for the validity of the scale. In light of the analyses, the scale was found to possess the qualifications to determine the sustainable development awareness of science teacher candidates.

Implementation of sustainability management tools: The contribution of awareness, external pressures, and stakeholder consultation

“…Responses related to both the environmental and social impacts were weighted by 2, resulting in scores that range from 0 to 5. This measure is based on the three sub‐dimensions used by Atmaca et al (2019) to measure sustainability awareness.…”

Development and validation of an instrument to assess the level of sustainable competencies in future physical education teachers. PESD-FT questionnaire

“…Specifically, this is a multifaceted instrument that measures the concept of sustainable awareness and knowledge, attitudes and behaviors related to sustainability in multiple contexts. A similarly themed instrument has been proposed by Atmaca et al (2019). In this case, it is a Likert scale to assess the SD awareness of future JARHE 15,1 science teachers.…”

Ortaokul Öğrencileri İçin Sürdürülebilir Yaşama Yönelik Farkındalık Ölçeğinin Geliştirilmesi

“…Türkiye'de sürdürülebilir kalkınma eğitimi ile ilgili son 10 yılda uygulamaya dayalı ve kuramsal araştırmalar (Tanrıverdi, 2009;Türer, 2010;Teksöz, Şahin & Ertepınar, 2010;Öztürk Demirbaş, 2011;Kaya & Tomal, 2011;Yücel & Özkan, 2013;Ürey & Aydın, 2014;Öztürk Demirbaş, 2015;Çobanoğlu & Türer, 2015;Keleş, 2015;Keleş, Eriş & Aydoğdu, 2017;Ateş & Gül, 2018;Atmaca, 2018;Atmaca, Kıray & Pehlivan, 2019) artış göstermiştir. Yapılan bu araştırmaların sosyal bilgiler, coğrafya ve fen bilgisi eğitiminde yoğunluk kazandığı ve ağırlıklı olarak öğretmen adaylarının sürdürülebilirliğe ilişkin farkındalık düzeyini belirlemeye ya da program incelemeye yönelik olduğu görülmektedir.…”