RESEARCH PAPER
Knowledge, Attitudes and Behaviours towards the Environmental Issues: Case of Northern Cyprus
Lutfiye Varoglu 1, 2  
,  
Senar Temel 2
,  
 
 
More details
Hide details
1
European University of Lefke, Lefke, TRNC Mersin 10 TURKEY
2
Hacettepe University, Ankara, TURKEY
Online publish date: 2017-12-11
Publish date: 2017-12-11
 
EURASIA J. Math., Sci Tech. Ed 2018;14(3):997–1004
KEYWORDS
ABSTRACT
The study aims to investigate the knowledge of students as well as the relationship between attitudes and behaviour also based on gender towards the environmental issues. For this purpose, a survey study was conducted using a group of students who are the eighth grade students at a secondary school in the North Cyprus. This study was performed in the second half term in the 2016-2017 academic year. In the study, the research data was gathered with “Environmental Knowledge Test”, “Environmental Attitude Scale” and “Environmental Behaviour Scale” developed by Cömert (2011). Furthermore, in the analysis of data, the descriptive statistics, independent t-test and correlation analysis were used. According to the results, the majority of the eighth grade students have misconceptions and a lack of knowledge about the environmental issues. Additionally, we concluded that environmental knowledge, attitudes and behaviours of participants have not a significant difference based on the gender. The results revealed that the environmental knowledge of students and environmental attitudes have a moderately positive relationship.
 
REFERENCES (51)
1.
Akçay, S., & Pekel, F. O. (2017). Öğretmen Adaylarının Çevre Bilinci ve Çevresel Duyarlılıklarının Çeşitli Değişkenler Açısından İncelenmesi. İlköğretim Online, 16(3).
 
2.
Akış, S. (2011). Kuzey Kıbrıs’ ta çevre bilinci. Doğuş Üniversitesi Dergisi, 1(1), 7-17.
 
3.
Andersson, B., & Wallin, A. (2000). Students’ understanding of the greenhouse effect, the societal consequences of reducing CO2 emissions and the problem of ozone layer depletion. Journal of research in science teaching, 37(10), 1096-1111.
 
4.
Asunta, T. (2004). Knowledge sources, attitudes and self-reported behavior of secondary-level science students concerning environmental topics. Current Research on Mathematics and Science Education; Research Report, 253.
 
5.
Atasoy, E., & Ertürk, H. (2008). İlköğretim öğrencilerinin çevresel tutum ve çevre bilgisi üzerine bir alan araştirmasi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 10(1).
 
6.
Başal, H. A. (2003). Okul Öncesi Eğitiminde Uygulamalı Çevre Eğitimi. In Erken Çocuklukta Gelişim ve Eğitimde Yeni Yaklaşımlar (1st ed.). Istanbul: Morpa Kültür Yayınları.
 
7.
Blomquist, G. C., & Whitehead, J. C. (1998). Resource quality information and validity of willingness to pay in contingent valuation. Resource and Energy Economics, 20(2), 179-196.
 
8.
Boyes, E., & Stanisstreet, M. (1997). Children’s models of understanding of two major global environmental issues (ozone layer and greenhouse effect). Research in Science & Technological Education, 15(1), 19-28.
 
9.
Boyes, E., Chuckran, D., & Stanisstreet, M. (1993). How do high school students perceive global climatic change: What are its manifestations? What are its origins? What corrective action can be taken? Journal of Science Education and Technology, 2(4), 541-557.
 
10.
Bradley, J. C., Waliczek, T. M., & Zajicek, J. M. (1999). Relationship between environmental knowledge and environmental attitude of high school students. The Journal of Environmental Education, 30(3), 17-21.
 
11.
Brécard, D., Hlaimi, B., Lucas, S., Perraudeau, Y., & Salladarré, F. (2009). Determinants of demand for green products: An application to eco-label demand for fish in Europe. Ecological economics, 69(1), 115-125.
 
12.
Büyüköztürk, Ş. (2017). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi Yayıncılık.
 
13.
Cömert, H. (2011). Çevre sorunları ve etkileri konusundaki işbirlikli öğrenme etkinliklerinin öğrencilerin bilgi, tutum ve davranışlarına etkisi (Masters Thesis). İstanbul Üniversitesi Fen Bilimleri Enstitüsü, İstanbul.
 
14.
Çelikler, D., & Aksan, Z. (2014). Determination of knowledge and misconceptions of pre-service elementary science teachers about the greenhouse effect by drawing. Procedia-Social and Behavioral Sciences, 136, 452-456.
 
15.
De Silva, D. G., & Pownall, R. A. (2014). Going green: does it depend on education, gender or income? Applied Economics, 46(5), 573-586.
 
16.
Evans, G. W., Brauchle, G., Haq, A., Stecker, R., Wong, K., & Shapiro, E. (2007). Young children’s environmental attitudes and behaviors. Environment and behavior, 39(5), 635-658.
 
17.
Frick, J., Kaiser, F. G., & Wilson, M. (2004). Environmental knowledge and conservation behavior: Exploring prevalence and structure in a representative sample. Personality and Individual differences, 37(8), 1597-1613.
 
18.
Görmez, K. (2003). Çevre sorunları ve Türkiye. Ankara: Gazi Kitapevi.
 
19.
Groves, F. H., & Pugh, A. F. (1999). Elementary pre-service teacher perceptions of the greenhouse effect. Journal of Science Education and Technology, 8(1), 75-81.
 
20.
Gunduz, S., Sucuoglu, H., & Bastas, M. (2017). Primary School Students Level of Environmental Citizenship in North Cyprus. Journal of Eniıronmental Protection And Ecology, 18(2), 672-681.
 
21.
Hayta, A. B. (2006). Çevre kirliliğinin önlenmesinde ailenin yeri ve önemi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 7(2).
 
22.
Hines, J. M., Hungerford, H. R., & Tomera, A. N. (1987). Analysis and synthesis of research on responsible environmental behavior: A meta-analysis. The Journal of environmental education, 18(2), 1-8.
 
23.
Jeffries, H., Stanisstreet, M., & Boyes, E. (2001). Knowledge about the’Greenhouse Effect’: have college students improved? Research in Science & Technological Education, 19(2), 205-221.
 
24.
Kose, E. O. (2010). Lise ogrencilerinin cevreye yonelik tutumlarina etki eden faktorler. Turk Fen Egitimi Dergisi, 7(3), 198-211.
 
25.
Kuhlemeier, H., Van Den Bergh, H., & Lagerweij, N. (1999). Environmental knowledge, attitudes, and behavior in Dutch secondary education. The Journal of Environmental Education, 30(2), 4-14.
 
26.
Mangas, V. J., Martinez, P., & Pedauyé, R. (1997). Analysis of environmental concepts and attitudes among biology degree students. The Journal of Environmental Education, 29(1), 28-33.
 
27.
Meadows, G., & Wiesenmayer, R. L. (1999). Identifying and addressing students’ alternative conceptions of the causes of global warming: The need for cognitive conflict. Journal of Science Education and Technology, 8(3), 235-239.
 
28.
MEB. (2016). KKTC Milli Eğitim ve Kültür Bakanlığı Fen ve Teknoloji Dersi 4-8. Sınıflar Öğretim Programı. Retrieved on 13 February 2017 from http://talimterbiye.mebnet.net....
 
29.
Meyer, A. (2015). Does education increase pro-environmental behavior? Evidence from Europe. Ecological economics, 116, 108-121.
 
30.
Michalos, A. C., Creech, H., McDonald, C., & Kahlke, M. H. (2009). Measuring knowledge, attitudes and behaviours towards sustainable development: Two exploratory studies. Manitoba: International Institute for Sustainable Development.
 
31.
Otto, S., & Pensini, P. (2017). Nature-based environmental education of children: Environmental knowledge and connectedness to nature, together, are related to ecological behaviour. Global Environmental Change, 47, 88-94.
 
32.
Rye, J. A., Rubba, P. A., & Wiesenmayer, R. L. (1997). An investigation of middle school students’ alternative conceptions of global warming. International Journal of Science Education, 19(5), 527-551.
 
33.
Sama, E. (2003). Ogretmen adaylarinin cevre sorunlaina yonelik tutumlari. GU Gazi Egitim Fakü1tesi Dergisi, 23(2), 99-110.
 
34.
Sargın, S. A., Baltacı, F., Katipoğlu, M., Erdik, C., Arbatlı, M. S., Karaardıç, H., ... & Büyükcengiz, M. (2016). Öğretmen Adaylarinin Çevreye Karşi Bilgi, Davraniş ve Tutum Düzeylerinin Araştirilmasi. Education Sciences, 11(1), 1-22.
 
35.
Seçgin, F., Yalvaç, G., & Çetin, T. (2010, November). İlköğretim 8. sınıf öğrencilerinin karikatürler aracılığıyla çevre sorunlarına ilişkin algıları. In International Conference on New Trends in Education and Their Implications, 11(13), 391-398.
 
36.
Shepardson, D. P., Niyogi, D., Choi, S., & Charusombat, U. (2009). Seventh grade students’ conceptions of global warming and climate change. Environmental Education Research, 15(5), 549-570.
 
37.
Sönmez, E., & Yerlikaya, Z. (2017). Ortaokul Öğrencilerinin Çevresel Bilgi Düzeyleri ve Çevreye Yönelik Tutumları Üzerine Bir Alan Araştırması: Kastamonu İli Örneği. Kastamonu Eğitim Dergisi, 25(3), 1239.
 
38.
Şafakli, O. V. (2012). A research on environmental attitudes in Northern Cyprus. African Journal of Agricultural Research, 7(6), 1002-1010.
 
39.
Uğulu, İ., & Erkol, S., (2013). Biyoloji Öğretmen Adaylarının Çevreye Yönelik Tutumları ve Çeşitli Değişkenler Açısından İncelenmesi. NWSA: Education Sciences, 8(1), 79-89.
 
40.
Uzun, N. (2007). Ortaöğretim öğrencilerinin çevreye yönelik bilgi ve tutumları üzerine bir çalışma (Doctoral Thesis). Ankara: Hacettepe Üniversitesi Ortaöğretim Fen ve Matematik Alanlar Anabilim Dalı.
 
41.
Uzun, N., & Sağlam, N. (2006). Orta öğretim öğrencileri için çevresel tutum ölçeği geliştirme ve geçerliliği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(30).
 
42.
Ünal, S., Mançuhan, E., & Sayar, A. (200l). Environmental Awareness, Environmental Knowledge and Its Education. İstanbul: Marmara University Publication.
 
43.
Ünver, E. (2014). İlköğretim Fen ve Teknoloji 8 Ders Kitabı. Ankara: Dikey.
 
44.
Vicente-Molina, M. A., Fernández-Sáinz, A., & Izagirre-Olaizola, J. (2013). Environmental knowledge and other variables affecting pro-environmental behaviour: comparison of university students from emerging and advanced countries. Journal of Cleaner Production, 61, 130-138.
 
45.
Wright, T. S. (2007). Developing research priorities with a cohort of higher education for sustainability experts. International Journal of Sustainability in Higher Education, 8(1), 34-43.
 
46.
Yardımcı, E., & Kılıç, G. B. (2010). Çocukların gözünden çevre ve çevre sorunları. İlköğretim Online, 9(3).
 
47.
Yıldız, K., Sipahioğlu, Ş., & Yılmaz, M. (2008). Çevre Bilimi ve Eğitimi.
 
48.
Yılmaz, A., Morgil, F. İ., Aktuğ, P., & Göbekli, İ. (2002). Ortaöğretim ve üniversite öğrencilerinin çevre, çevra kavramları, ve sorunları konusundaki bilgileri ve öneriler. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22(22).
 
49.
Yücel, E. (1999). Canlılar ve çevre. In A. Özata (Eds.). Biyoloji. Eskişehir: Anadolu Üniversitesi Yayınları.
 
50.
Zilahy, G., & Huisingh, D. (2009). The roles of academia in regional sustainability initiatives. Journal of Cleaner Production, 17(12), 1057-1066.
 
51.
Zsóka, Á., Szerényi, Z. M., Széchy, A., & Kocsis, T. (2013). Greening due to environmental education? Environmental knowledge, attitudes, consumer behavior and everyday pro-environmental activities of Hungarian high school and university students. Journal of Cleaner Production, 48, 126-138.
 
eISSN:1305-8223
ISSN:1305-8215