Students ideas about 50 years laters world

Abstract

Keywords: Environment education; drawing method; studensts’ ideas.

Introduction

The environment has a huge important concern in living being. Living in a clear, healthy environment is the shared willingness point of all people. In recent years, especially the corruption of natural structure and as a result of this living organisms adversely affected is defined as enviromental pollution. Habit of children, stances and attitudes develops in the first years of their lives. For this reason, environment-related concepts develops in early childhood. Growth of children and the open-air experience with the increase of, attitudes toward the environment begins to evolve. To promote environmental awareness in the early childhood phase is based on two main ingredients. These natural and healthy developments of the child can’t develop feelings of respect and protection towards the environment in the early childhood phase to perfom in later years quite low if that is a possibility (Kesicioğlu, Alisinanoğlu, 2009). Children who grow up with environmental awarenes will be sensitive, caring, knowledgeable and consistent; obtain both the universal environmental awareness and social valve. Environmental education has gained considerable importance in applications in our own time and individuals around the types of behaviour that will enable them to obtain the protective values is an important task (Özdemir, 2010). New science and technology curriculum given more space to the issues of environmental awareness in these issues of the nature of parallelism can be said to show increased national and international environmental policies (Demirbaş, Pektaş, 2009). The wealth of art has a special place in chidren’s mental images. The picture of a child could express students’ ideas much stronger than words. From this perspective, children pictures can be considered as an important source of imformation with regard to how you perceive the world (Akbulut, Saban, 2012). Visuals such as drawings are used in research and classroom practice to understand students’ ideas or knowledge about any topic. Student’s drawings are quick, easy and enjoyable way to understand their ideas because of many children dislike answering questions (Bahar, Özel, Prokop, Uşak, 2008). Rennie and Jarvis (1995) satated that drawings are also a useful alternative form of expression for children who have difficulty expressing their thoughts verbally (as cited in Bahar, Özel, Prokop, Uşak, 2008). Besides these advantages drawing method has some limitations such as drawing ability of the students. Various researches used students’ drawings to examine their ideas about different concepts. Bahar, Özel, Prokop and Uşak (2008) used drawing method to 2

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examine science student teachers’ ideas about heart structure. They found that most of the science student teachers have several misconceptions as well as inadequate knowladge in terms of the heart’s internal structure. In a previous study (McNair, Stein, 2001), fifth, eighth and eleventh grade students were asked to draw a plant and include plant parts, functions and information about what plants need to grow in their drawing. Reiss and Tunnicliffe (2001), Reiss et. al. (2002), and Prokop and Fancovicová (2006) used children’s drawings to provide a reliable indicator of what children know about the human body (as cited in Köse, 2008, p. 283). There are also some other studies about learning from images and how pupils express their knowledge by drawing (e.g. Umdu Topsakal, Oversby, 2011; Nugraini, Choo & Hin, 2009; Zoldosova, Prokop, 2007). In their study, Umdu Topsakal and Oversby (2011) investigated the understandings of student teachers (training for the primary phase and Master’s degree students from a primary science and technology education department) about flowers and plant cells using the method of drawing in combination with interviews. The data were gathered from 116 student teachers and 10 Master’s degree students training for the primary phase from Turkey. They found that they were simply copying internet or book diagrams instead of drawing their own diagrams. In this study, students’ ideas about 50 years later world using the method of drawing are examined.

Methods

Sampling The data was gathered from 165 students (85 female and 80 male) from Turkey. The students’ averaged ages are between 6-11. The students were randomly selected. The data was collected in the school year 2014-2015. Instrumentation The data was collected in two steps. Firstly, the students were asked to draw 50 years later World. The students could draw any environment picture they thought. Then the pictures collected from the children who participated in the study were analyzed by content analysis method. That is done on the basis of the content analysis process, bringing together smilar data within the framework of specific concepts and themes to organize. For this purpose, the first image has been subjected to a proliminary examination a total 165 the topic and supports that there is clear picture. In order to ensure the reliability of the coding pictures after two separate and relevant literature have been examined by researches from a semantic 3

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perspective, based on pre-prepared list each of the operands and the code is inspired by the name of the topic has been given in the pictures. Codes emerging during the analysis by including it in the list of images and then completed by a second coding and codes, pictures were compared. In comparison, the numbers of consensus and disagreement were determined. The formula of Miles and Huberman (1994, 64) about reliability is used during the study. [Reliability = Consensus / (Consensus + disagreement x 100)]. Specific to this research in the reliability study performed 95% provided a compromise. In the final phase, codes were gathered and then the codes have been established according to the relationship between the themes. While examining the pictures, the images have been approached with a realistic approach to the subject. Other environmental issues of concern of the effects that had on children’s aesthetic perception are based on the reflections of. Secondly, the students were asked to write a paragraph (minimum 30 words) about their pictures. We used these to understand the students’ ideas deeply.

Results

All the students drew their thoughts of 50 years later world. Examining the distribution of students according to gender 51.5% girl and 48.5% male is seen from the table 1. Table 1. Distribution of Students According to Gender Frequency 85 80 165

Examining the distribution of students according to ages as seen in table 2, 43.6% is between 6-8, 30% is between 9-10 and 27% is 11. Table 2. Distribution of Students According to Ages Frequency 72 49 44 165

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The pictures of children examined that environmental issues are often perceived with cause and its’ effect. In the drawings generally triangular tree, spiral mountain, conical home, garb age man and memorized figures using the M like a bird are seen. It is seen that children also choose appropriate colors for the property of environmental problems. The paintings are mostly gray, brown and black colors. Guys who prefer these colors used some figures like human, plants, animals etc. and they visualized in the form of speech bubbles in that conversations. In the picture they drew the speech balloons, in addition to what they did in a written statement on the back of the paper image; high levels of anxiety, a vital threat, longing, fear, reaction, and anger, frustration which has included emotional messages such as children are brought recommendations to prevent individual and social environmental problems. Afforestation, garbage parsing, public transport, installing filters in factory chimneys, to remind the rules, placing warning sings writing to increase the green idea are the subjects which children emphasized about. It was observed that students drew more than one environmental problem instead of a single problem. This situation can be interpreted as the property of visual realism; they reflect the age groups of children. According to the results of this research, most of the children drew urbanization (41 pic.), trimmed trees (48 pic.), air pollution (45 pic.), environmental pollution (45 pic.), factories (30 pic.) and identified them as environmental problems. Considering the developmental characteristics of children in the age group 9-11, air pollution, water pollution, such as pollution effects on behavior at pictures of themselves and other organisms to be reflected directly as a result will feel more natural for situations where they can be met. The speech bubbles and the written statements in the back of the pictures showed that children can establish a cause and effect relationship and they carry high levels of anxiety about the future.

Discussion And Recommendations

In this study, students’ ideas about 50 years laters world in the method of drawing are examined. As a result of this research, it is revealed that children are aware of the problems of their environment. Children perceive the issues that are stated in a clear and concise manner. Children were able to establish a cause and effect relationship. They can empathize with other beings in nature have shown that children with emotional messages. However ozone layer, noise pollution, soil pollution, global warming, light pollution and related issues of other environmental issues are less painted and this shows us that there is a low awareness about these issues. Sadık, Çakan, Artut (2011) performed a study which consists of 206 students. Regarding environmental issues through their class pictures of the students was investigated. According to the results of the research, deforestation in the lower socioeconomic environment, air pollution and the decrease of species there have been more environmental problems as perceived by the chidren who live in upper socioeconomic environment. Also depletion of the ozone layer, global warming, noise pollution, soil pollution are the subjects which children’s awareness of environmental problems has been identified as lowest. According to the results of our study, students ideas about how the future world is dirty, bad, naturalness but technologically advanced. For changing children’s perception of the environment, it can be created integrated activities that require the active participation of children and teachers.Teachers could recommend environmental-based projects that develop of environmental awareness of children at national and global level.

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