Siakregency is located in an area that extends from the coast of the sea (the Strait) to the mainland of Sumatra and irrigated by the Siak River which is the deepest river in Indonesia. The dynamics of community and industrial activities in this area have a negative impact on the amount of waste production every day which is not properly managed. This study aims to analyze the waste management in Siak Regency, and to create a waste management model in Siak Regency. The research method used is a survey, literature study, and interviews with the government involved in waste management, private parties / companies and respondents in 14 sub-districts in Siak Regency. The results showed that the waste management by Siak Regency was still low with the existence of environmentally unfriendly waste management practices and the implementation of the 3R System was low. To achieve a good environmentally friendly waste management, the waste management model in Siak Regency is formulated schematically from the existing conditions related to the 5 (five) main points of waste management, namely: (1) promoting the understanding of the concept of zero waste to minimize waste production; (2) developing waste banks and creative waste-based industries and increasing the role of garbage scavengers and collectors to apply the waste sorting method; (3) develop techniques and transportation of segregated waste to facilitate the final waste in the final dumpsite (TPA); (4) carry out a backfill system in local waste processing; and (5) developing an integrated waste processing method to obtain the benefit value of the waste. To implement this waste management model, active commitment and support is needed in the form of cooperation between the community, local government and the private sector / company.KeywordsModeling, Waste Management,
{"title":"Waste Management Modelling In Siak Regency","authors":"","doi":"10.48047/rigeo/11/2/2","DOIUrl":"https://doi.org/10.48047/rigeo/11/2/2","url":null,"abstract":"Siakregency is located in an area that extends from the coast of the sea (the Strait) to the mainland of Sumatra and irrigated by the Siak River which is the deepest river in Indonesia. The dynamics of community and industrial activities in this area have a negative impact on the amount of waste production every day which is not properly managed. This study aims to analyze the waste management in Siak Regency, and to create a waste management model in Siak Regency. The research method used is a survey, literature study, and interviews with the government involved in waste management, private parties / companies and respondents in 14 sub-districts in Siak Regency. The results showed that the waste management by Siak Regency was still low with the existence of environmentally unfriendly waste management practices and the implementation of the 3R System was low. To achieve a good environmentally friendly waste management, the waste management model in Siak Regency is formulated schematically from the existing conditions related to the 5 (five) main points of waste management, namely: (1) promoting the understanding of the concept of zero waste to minimize waste production; (2) developing waste banks and creative waste-based industries and increasing the role of garbage scavengers and collectors to apply the waste sorting method; (3) develop techniques and transportation of segregated waste to facilitate the final waste in the final dumpsite (TPA); (4) carry out a backfill system in local waste processing; and (5) developing an integrated waste processing method to obtain the benefit value of the waste. To implement this waste management model, active commitment and support is needed in the form of cooperation between the community, local government and the private sector / company.KeywordsModeling, Waste Management,","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43913133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although, Greece is a Mediterranean country where, particular regions of its territory threatened with substantial impacts due to climate change, the academic research and critical reflection on the effects of the environmental and sustainability education initiative are lacking. Several studies, in Greece and worldwide, have been conducted on school students’ perceptions, ideas and understanding current environmental issues: climate change, greenhouse effect, and global warming. However, this study is the first that examines, in depth, how students’ environmental knowledge, attitude and behavior develop throughout adolescence and investigates the interaction between students’ cognitive level and the Greek official secondary school curriculum. A total of 600 secondary students participated, answering a questionnaire that focused on the students’ cognitive level on the environmental issues in relation to the official school curriculum, the influence of socio-demographic characteristics (students’ age, gender, school district, parents’ educational level), their environmental knowledge and consciousness, the information sources in the construction of their knowledge and awareness, as well as their suggestions for mitigation the environmental problems and finally the school vital role in informing and raising awareness.
{"title":"Factors affecting Attitudes and Behavior of Greek Secondary School Students on Current Environmental Issues","authors":"Myrto Ganatsa, M. Tsakaldimi, P. Ganatsas","doi":"10.33403/RIGEO.860160","DOIUrl":"https://doi.org/10.33403/RIGEO.860160","url":null,"abstract":"Although, Greece is a Mediterranean country where, particular regions of its territory threatened with substantial impacts due to climate change, the academic research and critical reflection on the effects of the environmental and sustainability education initiative are lacking. Several studies, in Greece and worldwide, have been conducted on school students’ perceptions, ideas and understanding current environmental issues: climate change, greenhouse effect, and global warming. However, this study is the first that examines, in depth, how students’ environmental knowledge, attitude and behavior develop throughout adolescence and investigates the interaction between students’ cognitive level and the Greek official secondary school curriculum. A total of 600 secondary students participated, answering a questionnaire that focused on the students’ cognitive level on the environmental issues in relation to the official school curriculum, the influence of socio-demographic characteristics (students’ age, gender, school district, parents’ educational level), their environmental knowledge and consciousness, the information sources in the construction of their knowledge and awareness, as well as their suggestions for mitigation the environmental problems and finally the school vital role in informing and raising awareness.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49230928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
P. Purwanto, S. Utaya, B. Handoyo, S. Bachri, Daniar Yulistiya, S. Amin
The purpose of this study is 1) to determine differences in the characteristics of the spatial thinking ability of students in urban and rural school environments and 2) to determine differences in the characteristics of the spatial thinking ability of the students in the urban and rural school environments in terms of the type of gender. This research uses experiment methods with a population of class XI students of Social Science both in urban and rural schools with a total sample of 31 students from each school. Spatial thinking skills are measured through the test of problem solving using the satellite imagery of Google Earth as a tool of representation. Spatial thinking skills assessment is based on the components of spatial thinking. It includes understanding concepts of spatial, the use of representation tools, and reasoning process. The data analysis uses statistical for different test with SPSS 25.0 for windows. The results showed, first, spatial thinking ability character’s between students in the urban and rural environments are significantly differences. So, the character of environment, i.e., urban and rural is not always consistent in influencing the spatial thinking ability of the students. Second, no differences in the spatial thinking ability in the statistics between male and female students. However, the students in urban environment have the characteristics of spatial thinking better than the students in the rural environment. Female students in urban environment have more powerful character of spatial thinking skills, though it is not proven in male students.
本研究的目的是:(1)确定城乡学校环境中学生空间思维能力特征的差异;(2)确定城乡学校环境中学生空间思维能力特征在性别类型上的差异。本研究采用实验方法，以城市和农村学校社会科学十一班学生为样本，每所学校共31名学生。空间思维能力是通过使用b谷歌地球卫星图像作为表征工具的问题解决测试来衡量的。空间思维能力的评估是基于空间思维的组成部分。它包括理解空间概念，使用表示工具和推理过程。数据分析使用SPSS 25.0 for windows对不同的测试进行统计。结果表明:第一，城市和农村环境下学生的空间思维能力特征存在显著差异。因此，城市和农村的环境特征对学生空间思维能力的影响并不总是一致的。第二，男女学生的空间思维能力在统计上没有差异。然而，城市环境下的学生比农村环境下的学生具有更好的空间思维特征。在城市环境中，女学生的空间思维能力特征更强，而男学生的空间思维能力特征没有得到证实。
{"title":"The Spatial Thinking Ability Students on the Character of Urban and Rural Environments in Solving Population Problems","authors":"P. Purwanto, S. Utaya, B. Handoyo, S. Bachri, Daniar Yulistiya, S. Amin","doi":"10.33403/RIGEO.877708","DOIUrl":"https://doi.org/10.33403/RIGEO.877708","url":null,"abstract":"The purpose of this study is 1) to determine differences in the characteristics of the spatial thinking ability of students in urban and rural school environments and 2) to determine differences in the characteristics of the spatial thinking ability of the students in the urban and rural school environments in terms of the type of gender. This research uses experiment methods with a population of class XI students of Social Science both in urban and rural schools with a total sample of 31 students from each school. Spatial thinking skills are measured through the test of problem solving using the satellite imagery of Google Earth as a tool of representation. Spatial thinking skills assessment is based on the components of spatial thinking. It includes understanding concepts of spatial, the use of representation tools, and reasoning process. The data analysis uses statistical for different test with SPSS 25.0 for windows. The results showed, first, spatial thinking ability character’s between students in the urban and rural environments are significantly differences. So, the character of environment, i.e., urban and rural is not always consistent in influencing the spatial thinking ability of the students. Second, no differences in the spatial thinking ability in the statistics between male and female students. However, the students in urban environment have the characteristics of spatial thinking better than the students in the rural environment. Female students in urban environment have more powerful character of spatial thinking skills, though it is not proven in male students.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42582104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In addition to providing knowledge and skills to individuals in the educational process, it is also aimed to attainment value and attitude. In this context, today, values are included in the curriculum of many countries around the world as a curriculum component. The aim of this research is to examine the geography course curriculum (GCC) applied in Turkey from the Republic to the present day with the dimension of values education. In this study, which is a qualitative research, descriptive content analysis method was used. All GCC’s applied from 1924 to the present day constitute the universe of research. Since the entire research universe has been reached, no sample selection has been made. All GCC’s that make up the research universe have been subjected to descriptive analysis. According to the results of the analysis, the research findings were presented in three periods: 1924-1971, 1971-2005 and 2005-2021. Accordingly, the GCC’s applied between 1924 and 1971 do not include any content related to values education, while the GCC’s applied between 1971-2005 included values implicitly in the general teaching purposes, and in the period 2005-2021, a curriculum element of values was included in the GCC. With the 2017 GCC, values were relationship with attainment, unit and class level for the first time. As a result, in the last half century, GCC’s have shown slow but continuous development in terms of values education, but there are some problems in practice.
{"title":"The Development of Values Education in the Turkish High School Geography Curriculum","authors":"Bahaddin Şahin","doi":"10.33403/RIGEO.885750","DOIUrl":"https://doi.org/10.33403/RIGEO.885750","url":null,"abstract":"In addition to providing knowledge and skills to individuals in the educational process, it is also aimed to attainment value and attitude. In this context, today, values are included in the curriculum of many countries around the world as a curriculum component. The aim of this research is to examine the geography course curriculum (GCC) applied in Turkey from the Republic to the present day with the dimension of values education. In this study, which is a qualitative research, descriptive content analysis method was used. All GCC’s applied from 1924 to the present day constitute the universe of research. Since the entire research universe has been reached, no sample selection has been made. All GCC’s that make up the research universe have been subjected to descriptive analysis. According to the results of the analysis, the research findings were presented in three periods: 1924-1971, 1971-2005 and 2005-2021. Accordingly, the GCC’s applied between 1924 and 1971 do not include any content related to values education, while the GCC’s applied between 1971-2005 included values implicitly in the general teaching purposes, and in the period 2005-2021, a curriculum element of values was included in the GCC. With the 2017 GCC, values were relationship with attainment, unit and class level for the first time. As a result, in the last half century, GCC’s have shown slow but continuous development in terms of values education, but there are some problems in practice.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46667165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study is to examine scientific publications about Geography Education in terms of bibliometric indicators. Case study method, one of the qualitative research methods, was applied in this study. The scanning range of bibliometric data obtained from the WoS database generated by Clarivate Analytics covers the dates between 1975 and March 2020. The bibliometric analysis technique was conducted in the study. As a result of the analyses, it was revealed that 559 of 64,874,978 studies registered in the WoS database between 1975 and 2020 were the studies related to Geography Education. It was also observed that 196 (35.06%) of these records were in the education / training research category. Through the analyses, it was concluded that the most common type of publication related to Geography Education was the articles with a total number of 196. Moreover, it is seen that approximately 106 of the published articles have been published during the years between 2016 and 2020. This rate indicates that the educational researches related to Geography Education have increased in recent years. In addition, at the end of the analyses, it was comprehended that there are 330 different authors contributing to the related field. It was determined that a total of 535 different keywords were utilized in 196 articles, and the most effective journal was the “Journal of Geography and Environmental Education”. Besides, it is observed that the researchers from 25 different countries have published some articles that contribute to the field. In this regard, the most active country is the United States, and it is respectively followed by Britain, Australia, and Turkey. That Turkey with 18 articles takes place at the 4th rank among the 25 different countries indicates that some comprehensive studies related to this field are carried out.
{"title":"An Evaluation of the Publications in the Field of Geography Education: Bibliometric Analysis Based on the Web of Science Database","authors":"B. Aksoy, Kerem Bozdoğan, Ömer Faruk Sönmez","doi":"10.33403/RIGEO.724741","DOIUrl":"https://doi.org/10.33403/RIGEO.724741","url":null,"abstract":"The purpose of this study is to examine scientific publications about Geography Education in terms of bibliometric indicators. Case study method, one of the qualitative research methods, was applied in this study. The scanning range of bibliometric data obtained from the WoS database generated by Clarivate Analytics covers the dates between 1975 and March 2020. The bibliometric analysis technique was conducted in the study. As a result of the analyses, it was revealed that 559 of 64,874,978 studies registered in the WoS database between 1975 and 2020 were the studies related to Geography Education. It was also observed that 196 (35.06%) of these records were in the education / training research category. Through the analyses, it was concluded that the most common type of publication related to Geography Education was the articles with a total number of 196. Moreover, it is seen that approximately 106 of the published articles have been published during the years between 2016 and 2020. This rate indicates that the educational researches related to Geography Education have increased in recent years. In addition, at the end of the analyses, it was comprehended that there are 330 different authors contributing to the related field. It was determined that a total of 535 different keywords were utilized in 196 articles, and the most effective journal was the “Journal of Geography and Environmental Education”. Besides, it is observed that the researchers from 25 different countries have published some articles that contribute to the field. In this regard, the most active country is the United States, and it is respectively followed by Britain, Australia, and Turkey. That Turkey with 18 articles takes place at the 4th rank among the 25 different countries indicates that some comprehensive studies related to this field are carried out.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46973001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Previous analyses of German geography textbooks confirm tendencies towards the moralization of sustainabilityrelated content. Against this background, this study examines moralizations and normative implications of recurring sustainability narratives in German textbooks for secondary schools. From the sample of 15 current middle school textbooks from Thuringia and North Rhine-Westphalia, energy-related double pages (n = 106) were analyzed in terms of their surface and depth structures. The analysis focuses on the thematic and spatial references and the dimensions of sustainability, as well as on education for sustainable development (ESD 1 and ESD 2) and the transported narratives. The article concludes with the formulation of certain recommendations for action, to deal with energy-related topics in the sense of an emancipatory ESD 2, in both critical geography lessons and the design of educational media.
{"title":"Narratives of Sustainability on Energy-Related Topics: Empirical Findings from German Geography Textbooks for Secondary Schools","authors":"Fabian Pettig, Miriam Kuckuck","doi":"10.33403/RIGEO.810603","DOIUrl":"https://doi.org/10.33403/RIGEO.810603","url":null,"abstract":"Previous analyses of German geography textbooks confirm tendencies towards the moralization of sustainability\u0002related content. Against this background, this study examines moralizations and normative implications of recurring sustainability narratives in German textbooks for secondary schools. From the sample of 15 current middle school textbooks from Thuringia and North Rhine-Westphalia, energy-related double pages (n = 106) were analyzed in terms of their surface and depth structures. The analysis focuses on the thematic and spatial references and the dimensions of sustainability, as well as on education for sustainable development (ESD 1 and ESD 2) and the transported narratives. The article concludes with the formulation of certain recommendations for action, to deal with energy-related topics in the sense of an emancipatory ESD 2, in both critical geography lessons and the design of educational media.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48012612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study was to analyze the attainments of map literacy skills in the 2018 Social Studies course curriculum according to the learning areas and examine the applicability of the program. The research sought answers to the following questions: 1. How is the distribution of attainments related to map literacy skills in the 2018 Social Studies course curriculum by class levels and learning areas? 2. What is the level attainments associated with map literacy in the 2018 Social Studies course curriculum related to the lower dimensions of map skills in the high school geography curriculum? 3. What is the applicability level of map literacy skills in the 2018 Social Studies course curriculum for student-centered learning activities? Looking at the results of the study, it was found that at fourth-grade level, there was an improvement in the global connections learning area, where four skills were included with map writing in People and Places and Environments. At fifth-grade level, it was found there were two attainments linked to map literacy in People Places and Environments, while there was one attainment in Global Connections. According to the results of the research, it was found that at sixth-grade level, there were four achievements in People, Places and Environments, one achievement in Production, Distribution and Consumption, and three achievements related to map literacy skills in Global Connections. Finally, at the seventh-grade level, it was found there were two achievements related to map literacy skills in the field of learning People Places and Environments. When Social Studies textbooks were examined, it was observed that map literacy skills and application activities were at a limited level. In Social Studies course learning areas, the level of applicability in terms of map literacy skills is quite high. The recommendations to be developed on this issue are to teach both teachers and students about Geographic Information Systems, where students can find application areas, support map literacy skills.
{"title":"Map Literacy Skill in Social Sciences Curriculum of Turkey: The Gap between Theory and Practice","authors":"L. Dönmez","doi":"10.33403/RIGEO.899631","DOIUrl":"https://doi.org/10.33403/RIGEO.899631","url":null,"abstract":"The aim of this study was to analyze the attainments of map literacy skills in the 2018 Social Studies course curriculum according to the learning areas and examine the applicability of the program. The research sought answers to the following questions: 1. How is the distribution of attainments related to map literacy skills in the 2018 Social Studies course curriculum by class levels and learning areas? 2. What is the level attainments associated with map literacy in the 2018 Social Studies course curriculum related to the lower dimensions of map skills in the high school geography curriculum? 3. What is the applicability level of map literacy skills in the 2018 Social Studies course curriculum for student-centered learning activities? Looking at the results of the study, it was found that at fourth-grade level, there was an improvement in the global connections learning area, where four skills were included with map writing in People and Places and Environments. At fifth-grade level, it was found there were two attainments linked to map literacy in People Places and Environments, while there was one attainment in Global Connections. According to the results of the research, it was found that at sixth-grade level, there were four achievements in People, Places and Environments, one achievement in Production, Distribution and Consumption, and three achievements related to map literacy skills in Global Connections. Finally, at the seventh-grade level, it was found there were two achievements related to map literacy skills in the field of learning People Places and Environments. When Social Studies textbooks were examined, it was observed that map literacy skills and application activities were at a limited level. In Social Studies course learning areas, the level of applicability in terms of map literacy skills is quite high. The recommendations to be developed on this issue are to teach both teachers and students about Geographic Information Systems, where students can find application areas, support map literacy skills.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45829551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the century we live in, the level of environmental awareness, environmental knowledge, and ecological literacy of Social Studies teacher education candidates is of great importance to raise individuals who possess high ecological culture and environmental sensitivity. The research was carried out with a phenomenological pattern from qualitative research methods. The study group of research was determined by criterion sampling, which is a purposeful sampling method. The study group consists of 15 teacher education students who studied in the Department of Turkish and Social Sciences Education, Department of Social Studies Education and took the environmental education course in a Faculty of Education at a university in Turkey during the 2019-2020 academic years. The research data was obtained through a semi-structured interview form. The research data were analyzed by the content analysis method and evaluated with a qualitative data analysis program. One of the most important results obtained from this research includes that Social Studies teacher education students correctly perceive the concepts of Environmental Education and ecological literacy overall. Also, it is seen that Social Studies teacher education students stated that Environmental Education can provide development in their cognitive, affective, and behavioral dimensions such as information and increased consciousness about resource consumption, environmental awareness and sensitivity, problem-solving, understanding about sustainability, positive attitudes and behavioral development and changes and that will positively affect the ecological literacy levels of an individual. For this reason, the concepts of Environmental Education and ecological literacy should be emphasized because it is necessary for ecological literacy to be explained to the students and projects should be carried out accordingly.
{"title":"Opinions of Social Studies Teacher Education Students about the Impact of Environmental Education on Ecological Literacy","authors":"Esen Durmuş, Muserref Kubra Kinaci","doi":"10.33403/RIGEO.825516","DOIUrl":"https://doi.org/10.33403/RIGEO.825516","url":null,"abstract":"In the century we live in, the level of environmental awareness, environmental knowledge, and ecological literacy of Social Studies teacher education candidates is of great importance to raise individuals who possess high ecological culture and environmental sensitivity. The research was carried out with a phenomenological pattern from qualitative research methods. The study group of research was determined by criterion sampling, which is a purposeful sampling method. The study group consists of 15 teacher education students who studied in the Department of Turkish and Social Sciences Education, Department of Social Studies Education and took the environmental education course in a Faculty of Education at a university in Turkey during the 2019-2020 academic years. The research data was obtained through a semi-structured interview form. The research data were analyzed by the content analysis method and evaluated with a qualitative data analysis program. One of the most important results obtained from this research includes that Social Studies teacher education students correctly perceive the concepts of Environmental Education and ecological literacy overall. Also, it is seen that Social Studies teacher education students stated that Environmental Education can provide development in their cognitive, affective, and behavioral dimensions such as information and increased consciousness about resource consumption, environmental awareness and sensitivity, problem-solving, understanding about sustainability, positive attitudes and behavioral development and changes and that will positively affect the ecological literacy levels of an individual. For this reason, the concepts of Environmental Education and ecological literacy should be emphasized because it is necessary for ecological literacy to be explained to the students and projects should be carried out accordingly.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49622220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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