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Teacher Candidates’ Behaviors towards Environment and Some Factors Affecting Them
Muhammet Avaroğulları, & Hülya Ayılmazdır
pp. 127-138 | Article Number: ijese.2019.011
The purpose of this study is to depict the behaviors of teacher candidates with regard to the environment and to determine how gender, grade level, department and the place within they grew affect these behaviors. The study was carried out with the participation of 457 teacher candidates. Only fist and fourth grade teacher candidates were participated in the study. The participants were from departments of social studies education, pre-school education, science education, Turkish education, mathematics education and primary school teaching education in a state university in Southern Turkey. The data were collected in the spring of 2017-2018 with the ‘Environmental Behavior Scale’ developed by Goldman, Yavetz and Pe’er and adapted to Turkish by Timur and Yilmaz (2013). The results indicate that gender is an effective factor on environmental behaviors. The environmental behaviors of female teacher candidates are significantly positive than those of male prospective students. The increase of class level positively affects the environmental behaviors as well. Finally, the teacher candidates from pre-school education department demonstrated significantly positive behaviors in at least one dimension of the scale used in this study. It has also come out that the size of the settlement area does not create significant difference on the environmental behaviors of teacher candidates.
Keywords: teacher candidates, social studies, environmental behavior, environmental literacy
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Storytelling: An Innovative Teaching Device to Teach Science
K. Nisha, & N. Prema
pp. 151-154 | Article Number: ijese.2019.013
Story telling can be used as a constructive teaching device for teaching science. Constructivism means constructing knowledge by the learner on his/her own. Story telling involves construction of characters, their physical and behavioural attributes, a plot, setting etc. in short constructing a story. These stories can be made on difficult science topics. The seemingly difficult and uninteresting science topics can be made interesting through building up of stories. It develops the creative thinking abilities of the learners and makes the learning a joyous experience. This paper talks about how story-telling can be used as an innovative and effective constructivist device of teaching of science.
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