Comparison of 2015 environmental education and 2022 environmental education and climate change curricula in terms of various dimensions

İlker Dere; Ceren Çinikaya

Article Details

Comparison of 2015 environmental education and 2022 environmental education and climate change curricula in terms of various dimensions

Authors:

İlker Dere | Ceren Çinikaya

Publisher:

Marmara University

Main Topics:

Beşeri Coğrafya

Journal:

International Journal of Geography and Geography Education Issue 49, pp.80-96

Document Type:

Article

Publication Date:

3/2023

Document Language:

Turkish

Document ID (Org No.):

2001291383

pISSN:

2630-6336

Keywords:

Abstract:

 The current research aims to compare the 2015 Environmental Education Course Curriculum EEC and the 2022 Environmental Education and Climate Change Course Curriculum EECCC published by the Ministry of National Education MoNE in terms of various dimensions. The data obtained through the document analysis method was analyzed using the content analysis method. The findings showed that values were not included in both programs. It has been seen that the content of the Paris Agreement resonated in the 2022 EECCC, which was published after the Paris Agreement. While climate change was mentioned as a problem among global environmental problems in the 2015 EEC, it was seen that global environmental problems were addressed within the climate change framework in the 2022 EECCC. Additionally, it has been determined that both programs are inadequate in out-of-school learning environments. As a result of the research, it has been proposed to give more space to disaster education so that social resistance can be raised against climate change.

 The current research aims to compare the 2015 Environmental Education Course Curriculum EEC and the 2022 Environmental Education and Climate Change Course Curriculum EECCC published by the Ministry of National Education MoNE in terms of various dimensions. The data obtained through the document analysis method was analyzed using the content analysis method. The findings showed that values were not included in both programs. It has been seen that the content of the Paris Agreement resonated in the 2022 EECCC, which was published after the Paris Agreement. While climate change was mentioned as a problem among global environmental problems in the 2015 EEC, it was seen that global environmental problems were addressed within the climate change framework in the 2022 EECCC. Additionally, it has been determined that both programs are inadequate in out-of-school learning environments. As a result of the research, it has been proposed to give more space to disaster education so that social resistance can be raised against climate change.

 The current research aims to compare the 2015 Environmental Education Course Curriculum EEC and the 2022 Environmental Education and Climate Change Course Curriculum EECCC published by the Ministry of National Education MoNE in terms of various dimensions. The data obtained through the document analysis method was analyzed using the content analysis method. The findings showed that values were not included in both programs. It has been seen that the content of the Paris Agreement resonated in the 2022 EECCC, which was published after the Paris Agreement. While climate change was mentioned as a problem among global environmental problems in the 2015 EEC, it was seen that global environmental problems were addressed within the climate change framework in the 2022 EECCC. Additionally, it has been determined that both programs are inadequate in out-of-school learning environments. As a result of the research, it has been proposed to give more space to disaster education so that social resistance can be raised against climate change.

 Bu araştırmanın amacı, Millî Eğitim Bakanlığı MEB tarafından yayımlanan 2015 Çevre Eğitimi Dersi Öğretim Programı ÇEP ile 2022 Çevre Eğitimi ve İklim Değişikliği Dersi Öğretim Programını ÇEİDP çeşitli boyutlar açısından karşılaştırmaktır. Doküman incelemesi ile elde edilen veriler içerik analizine tabi tutulmuştur. Araştırmadan elde edilen bulgular her iki programda da değerlere yer verilmediğini göstermiştir. Paris Anlaşmasının onaylanmasından sonra hazırlanan 2022 ÇEİDPye anlaşmanın yansıdığı görülmüştür. 2015 ÇEPde iklim değişikliği küresel çevre sorunları arasında bir sorun olarak belirtilirken 2022 ÇEİDPde küresel çevre sorunlarının iklim değişikliği çerçevesinde ele alındığı görülmüştür. Her iki programın da okul dışı öğrenme ortamları konusunda yetersiz kaldığı belirlenmiştir. Araştırma sonucunda iklim değişikliğine karşı toplumsal direnci artırmak için afet eğitimine daha fazla yer verilmesi önerilmiştir.

Article Details

Comparison of 2015 environmental education and 2022 environmental education and climate change curricula in terms of various dimensions

Authors:

İlker Dere | Ceren Çinikaya

Publisher:

Marmara University

Main Topics:

Beşeri Coğrafya

Journal:

International Journal of Geography and Geography Education Issue 49, pp.80-96

Document Type:

Article

Publication Date:

3/2023

Document Language:

Turkish

Document ID (Org No.):

2001291383

pISSN:

2630-6336

Environmental Education

Curriculum

Climate Change Education

Sustainable DevelopmentÇevre Eğitimi

Öğretim Programı

İklim Değişikliği Eğitimi

Sürdürülebilir Kalkınma

Issues

Article Details

Authors: İlker Dere | Ceren Çinikaya

Publisher: Marmara University

Main Topics: Beşeri Coğrafya

Journal: International Journal of Geography and Geography Education Issue 49, pp.80-96

Document Type: Article

Publication Date: 3/2023

Document Language: Turkish

Document ID (Org No.): 2001291383

pISSN: 2630-6336

Issues

Authors:

İlker Dere | Ceren Çinikaya

Publisher:

Marmara University

Main Topics:

Beşeri Coğrafya

Journal:

International Journal of Geography and Geography Education Issue 49, pp.80-96

Document Type:

Article

Publication Date:

3/2023

Document Language:

Turkish

Document ID (Org No.):

2001291383

pISSN:

2630-6336