The Teaching of Global Environmental Problems According to the Constructivist Approach: As a Focal Point of the Problem and the Availability of Concept Cartoons.

Abstract

Abstract In this study, with selecting the focusing point of the problem as the availability of cartoons, the teaching of environmental problems according to the constructivist theory is investigated on the 7th graders in rural areas. This study is restricted with the warming (G), ozone depletion (O) and the acid rain (A) problems. In the study, a pre-test post-test control group design was used. There are 40 students whose ages range from 13 to 14 years. While experimental group was taught by means of problem based learning (PBL), traditional teaching methods were applied to the control group. Data were collected with the pre-test, post-test, and the interviews after the study. The validity of the experimental method is analysed with a ttest. Data collected by the methods of interviews were evaluated by content analysis. According to the results of statistical analysis, it can be seen that the experimental method is much more effective than the traditional method for teaching environment problems. As a result of the content analysis, the experimental group students (70 %) and the control group students (15 %) evaluated that warming, ozone depletion and acid rain (GOA) were accepted as problems. Students in the experimental group emphasized that GOA, warming-ozone depletion (GO) and G affected their living areas; on the other hand, students in the control group determined that they were affected by only G. Students in the experimental group pointed out that a person should do something to solve the environmental problems. Both experimental group (89.4%) and control group (10.6%) suggested that technology has a vital role to solve environment problems. Finally, the students in the experimental (85%) group think that method is amusing. From these results, it is seen that students' knowledge and consciousness about environmental problems increase with the using of this experimental method, and at the same time it is seen that with this study they can realize their share of improving environment easier than before. Key words Concept cartoons, environmental education, environmental problems, constructivist learning, science education Global environmental problems occur as a result of the increase of population on earth and careless use of the natural resources. There is a common opinion on accepting this change as a global crisis which affects the whole word ecosystems (McLaren, 1993; Brown, 1997). Environmental values should be considered as one of the important key subjects for the solution of the environmental problems (Heimlich, 1993). Researchers emphasized that if the environmental problems are mentioned in the school curriculum it will be good for improving students' behaviours about environmental issues (Bybee, 1991; Godwa et all. 1997). Since the concept of large- scale problems is abstract and complex, learning about issues has some difficulties. Students cannot relate their lives with the environment problems during the learning processes (Trisler, 1993). Coming to grips with the complexity of the world's problems, confronting uncertainty about the future, and critically examining deeply held worldviews might cause emotional and existential turmoil. To try to cope with the onslaught of thoughts and feelings, people may resort to using defence mechanisms such as denial, suppression, intellectualisation or projection (Rogers 1998; Rogers & Tough, 1996). Researchers proposed that five oftenoverlapping dimensions or stages of learning were involved. Hicks and Board (2001) applied Rogers' model and obtained the same results as Rogers' findings. Researchers emphasized that many educators may make things worse for students by teaching about issues as if this were solely a cognitive endeavour. Since the process of learning about green house gasses had a significant impact on students it may not to get success in learning issues by using the traditional methods (Pawlik 1991). …