文章基本信息

标题：Factors Contributing Ecological Footprint Awareness of Turkish Pre-Service Teachers
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作者：Şule Bayraktar
期刊名称：International Education Studies
印刷版ISSN：1913-9020
电子版ISSN：1913-9039
出版年度：2020
卷号：13
期号：2
页码：61-70
DOI：10.5539/ies.v13n2p61
出版社：Canadian Center of Science and Education
摘要：The purpose of this research is to determine ecological footprint awareness level of pre-service teachers who are majoring in three different programs of Teacher Education Department. The study also investigated whether there is a difference in ecological footprint awareness level based on gender, parents’ education, program of study, and longest lived place of residence. “Ecological Footprint Awareness Scale” which was developed by Coşkun & Sarıkaya (2014) was used as a data collection tool. The scale is a 5 point Likert type instrument which is composed of five dimensions related to food, shelter and mobility, water consumption, energy consumption, and waste management. One hundred and seventy pre-service teachers who are pursuing their third year in a College of Education of a medium size University located at northeast part of Turkey participated in the study. T-test and one-way analysis of variance (ANOVA) was used to analyze the data by utilizing SPSS statistical package. Results of the study revealed that the pre-service teachers’ awareness on ecological footprint is at a medium level; highest levels of awareness found in energy (X=4.15) and water consumption(X=3.83) dimensions. Least level of awareness detected in food dimension (X=3.04). Results of the study showed that pre-service teachers’ awareness level differed based on gender in food dimension of the scale (t=2.116, p<0.05) in favor of females. The results also showed that ecological awareness level of the pre-service teachers changed based on parents’ education in water consumption and energy dimensions of the scale. Furthermore differences detected based on place of residence in favor of rural residents in energy and waste dimensions of the ecological footprint awareness. However, no significant difference was found based on the programs of pre-service teachers.