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Çocukların Gözünden Sulak Alan Farkındalığı Ölçeğinin Geliştirilmesi ve Uygulama Örneği

Year 2022, Volume: 2 Issue: 1, 50 - 65, 29.04.2022

Abstract

Günümüzde yaşanan sulak alan kayıpları ve su kaynaklarındaki kirlilik bu kaynakların sürüdülebilirliğinin korunması konusunda gerekli adımların hızla atılması gerektiğini göstermektedir. Doğa koruma bilincinin oluşturulmasında en öncelikli adımlardan biri toplumda farkındalık yaratmaktır. Farkındalık, bir canlının çevresinde gelişen olayları bilme, algılama ve duyumsama becerisi olarak tanımlanmaktadır. Yapılan çalışmada çocukların sulak alanlar ile ilgili farkındalık düzeylerini ölçen bir ölçek geliştirilmesi amaçlanmıştır. Üç farklı gruptan veri elde edilen araşırma betimsel olarak yapılandırılmıştır. Araştırmada veri toplama aracı olarak geliştirilen aday ölçek maddeleri araştırmacılar tarafından hazırlanmış ve uzman görüşleri doğrultusunda oluşturulmuştur. Katılımcılar, Türkiyede öğrenim gören 9-15 yaş arasındaki ortaokul öğrencilerden oluşmaktadır. 26 maddelik aday ölçek soruları 245 ortaokul öğrencisine uygulanarak açıklayıcı faktör analizi yapılmıştır. Daha sonra 201 öğrencinin katılımından elde edilen verilerle doğrulayıcı faktör analizleri gerçekleştirilmiştir. Verilerin analizinde SPSS 26.0 ve AMOS istatistik yazılımı kullanılmıştır. Ortaokul öğrencilerinin sulak alanlara yönelik farkındalıklarının değerlendirmeleri ise 446 kişilik grup üzerinden incelenmiştir. Elde edilen veriler tanımlayıcı istatistiksel yöntemler ve karşılaştırma analizleri ile analiz edilmiştir. Yapılan uygulamadan elde edilen verilerle yapılan geçerlik analizleri sonucunda ölçeğin iki faktörlü 14 maddeden oluşan bir ölçek olduğu tespit edilmiştir. Bu yapı doğrulayıcı faktör analizi ile doğrulanmıştır. Ölçeğin tamamının güvenirlik değeri 0,891; kuş tür çeşitliliği açısından sulak alan farkındalığı faktörü için 0,704; Sulak alanların önemi ve yaşanan sorunlar farkındalığı faktörü için 0,895 olduğu belirlenmiştir. Yapılan örnek uygulamada cinsiyet, yaş ve daha önce sulak alanlarla ilgili ders almaları ile sulak alan farkındalığı arasında anlamlı bir fark bulunmamıştır (p: >0,05). Daha önce yaşadığı bölgedeki bir sulak alana gidip gitmemeleri ile çocukların sulak alan farkındalıkları arasında ise anlamlı bir fark olduğu tespit edilmiştir (U=15052,5 ve p: <0,05). Daha önce sulak alanlara giden öğrencilerde sulak alan farkındalığının daha yüksek olduğu bulunmuştur. Ortaokul öğrencileri ile gerçekleştirilen bu araştırmada yer alan katılımcılar bağlamında bu sonuçlara göre geliştirilen ölçeğin çocukların sulak alan farkındalık düzeylerini geçerli ve güvenilir biçimde ölçtüğü sonucuna ulaşılmıştır.

References

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  • [5] N. B. Dise, “Peatland response to global change” Science 326: 810–811, 2009.
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  • [9] İ. Uysal, and İ. Uysal, “Ornithofauna of Suvla Salt Lake (Çanakkale/Turkey) and the Diversity of Water Birds in Monthly Periods” Environmental Toxicology and Ecology, 1(1), 14-26. 2021.
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  • [11] P. Dunne, “Pete Dunne on Bird Watching” Boston: Houghton Mifflin. ISBN 0-395-90686-5, 2003.
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  • [14] S. Anderson, and B. Moss, “How wetland habitats are perceived by children: consequences for children's education and wetland conservation” International Journal of Science Education. Volume 15 (5), pp. 473-485, 1993.
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Developing the Wetland Awareness Scale Through Children's Eyes and Example Application

Year 2022, Volume: 2 Issue: 1, 50 - 65, 29.04.2022

Abstract

The loss of wetlands and the pollution in water resources today show that necessary steps should be taken quickly to protect the sustainability of these resources. In the study, it was aimed to develop a measurement tool that measures the awareness level of children about wetlands in a valid and reliable way. In the descriptive study, data were obtained from three different groups. Participants consist of secondary school students between the ages of 9-15 studying in Turkey. Explanatory factor analysis was performed by applying the 26-item candidate scale questions to 245 secondary school students. Then, confirmatory factor analyzes were carried out with the data obtained from the participation of 201 students. SPSS 26.0 and AMOS statistical software were used in the analysis of the data. Evaluations of secondary school students' awareness of wetlands were examined on a group of 446 people. As a result of the validity analyzes made with the data obtained from the application, it was determined that the scale consisted of 14 items with two factors. This structure was confirmed by confirmatory factor analysis. The reliability value of the entire scale was 0.891; 0.704 for the wetland awareness factor in terms of bird species diversity; The importance of wetlands and the awareness of the problems experienced factor was determined to be 0.895. There was no significant difference between gender, age, and having taken wetland lessons before and wetland awareness (p: >0.05). It was determined that there was a significant difference between whether they went to a wetland in the region they lived in before and the wetland awareness of the children (U=15052.5 and p: <0.05). Wetland awareness was found to be higher in students who had gone to wetlands before. It was concluded that the scale developed according to these results in the context of the participants in this study, which was carried out with secondary school students, measured the wetland awareness levels of children in a valid and reliable way.

References

  • [1] S. S. Çağırankaya, and B. T. Meriç, “Türkiye’nin Önemli Sulak Alanları: Ramsar Alanlarımız” Orman ve Su İşleri Bakanlığı-Doğa Koruma ve Milli Parklar Genel Müdürlüğü, Hassas Alanlar Dairesi Başkanlığı, Ankara. 2013.
  • [2] WWF, “Ramsar Sites Assessment Report in Turkey Ed. (Sea Chilli Worshipers)” WWF. 2008.
  • [3] B. R. Clarkson, A. E. Ausseil, and P. Gerbeaux, “Wetland ecosystem services. In Dymond JR ed. Ecosystem services in New Zealand – conditions and trends” Manaaki Whenua Press, Lincoln, New Zealand. 2013.
  • [4] R. Costanza, R. d’Arge, R. de Groot, S. Farber, M. Grasso, B. Hannon, K. Limburg, S. Naeem, R. V. O’Neill, J. Paruelo, R. G. Raskin, P. Sutton, M. van den Belt “The value of the world’s ecosystem services and natural capital” Nature 387: 253–260. 1997.
  • [5] N. B. Dise, “Peatland response to global change” Science 326: 810–811, 2009.
  • [6] M.U. Altundağ, and M. Canlı, “Effects of Destruction of Wetlands and Example of Lake Amik” Nature's Voice Magazine, 2(4), pp. 49-66, 2019.
  • [7] Ç. H. Şekercioğlu, “Ecosystem functions and services” Pp. 45-72 in Sodhi, N.S. and Ehrlich, P.R. (eds.). Conservation Biology for All. Oxford University Press. Oxford. 2010.
  • [8] D. Y. Karakoç, “Wetlands in Turkey” Ankara University 5th Environment Days International Symposium Abstract Booklet. 2017.
  • [9] İ. Uysal, and İ. Uysal, “Ornithofauna of Suvla Salt Lake (Çanakkale/Turkey) and the Diversity of Water Birds in Monthly Periods” Environmental Toxicology and Ecology, 1(1), 14-26. 2021.
  • [10] S. Gül, “Unwritten laws in Kızılırmak delta: The role of traditional ecological knowledge in the protection of a wetland” International Journal of Geography and Geography Education (IGGE), 42, 303-327. 2020.
  • [11] P. Dunne, “Pete Dunne on Bird Watching” Boston: Houghton Mifflin. ISBN 0-395-90686-5, 2003.
  • [12] W. B. Stapp, et al. "The Concept of Environmental Education" (PDF). The Journal of Environmental Education. 1 (1): 30–31. 1969.
  • [13] L. Fisman, “The Effects of Local Learning on Environmental Awareness in Children: An Empirical Investigation” The Journal of Environmental Education, 36:3, 39-50, DOI: 10.3200/JOEE.36.3.39-50. 2005.
  • [14] S. Anderson, and B. Moss, “How wetland habitats are perceived by children: consequences for children's education and wetland conservation” International Journal of Science Education. Volume 15 (5), pp. 473-485, 1993.
  • [15] Ç. Kılıçarslan, E. M. True, R. Tunalıoğlu, “A Research On Awareness Of The Unıversıty Students On Water Resources And Wetlands: Ege Unıversıty, Turkey Sample” 2 nd International Conference- Water resources and wetlands. 11-13 September, 2014 Tulcea (Romania).
  • [16] M. A. Weston, C. L. Tzaros, M. J. Antos, “Awareness of wetlands and their conservation value among students at a primary school in Victoria, Australia” Ecologıcal Management & Restoratıon Vol 7 No 3 December 2006. p:223. 2006.
  • [17] I. Ibrahim, N. Aminudin, M. A.Young, A. I. Yahya, “Education for Wetlands: Public Perception in Malaysia” Procedia - Social and Behavioral Sciences 42 ( 2012 ) 159 – 165. 2010.
  • [18] L. B. Christensen, R. B. Johnson, and L. A. Turner, “Research methods, design, and analysis” The USA, Boston: Pearson Education, Inc. 2014.
  • [19] R. L. Gorsuch, “Factor analysis” The USA: Saunders, 1974.
  • [20] B. S. Everitt, “Multivariate analysis: the need for data, and other problems” Br J Psychiatry; 126: 237-40. 1975.
  • [21] K. Krippendorff, “Content analysis an introduction to its methodology” The USA: Sage Publications. 2004.
  • [22] Ö. Çokluk, G. Şekercioğlu, and Ş. Büyüköztürk, “Multivariate statistics for the social sciences” Ankara: Pegem Academy. 2010.
  • [23] A. Field, “Discovering statistics using IBM SPSS Statistics” The USA: Sage. 2018.
  • [24] B. G. Tabachnick, and L. S. Fidell, “Using multivariate statistics” The USA: Pearson Education. 2013.
  • [25] R. M. Warner, “Applied statistics, from bivariate through Multivariate Tecniques” The USA: SAGE Publications, Inc. 2008.
  • [26] J.C. Anderson, and D.W. Gerbing, “The effect of sampling error on convergence, improper solutions, and goodness of fit indices for maximum likelihood confirmatory factor analysis” Psychometrika, 49(2), pp.155-173, 1984.
  • [27] P. M. Bentler, “Comparative fit indexes in structural models” Psychological Bulletin, 107(2), 238-246, 1990.
  • [28] D. Hooper, J. Coughlan, and M. R. Mullen, “Structural equation modelling: Guidelines for determining model fit” The Electronic Journal of Business Research Methods, 6(1), 53-60. 2008.
  • [29] L. T. Hu, and P. M. Bentler, “Cut off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives.” Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. 1999.
  • [30] T. J. B. Kline, “Psychological testing, a practical approach to design and evaluation” The USA: Sage. 2005.
  • [31] H. W. Marsh, J. R., Balta and R. P. McDonald, “Goodness of fit indices in confirmatory factor analysis: The effect of sample size” Psychological Bulletin, 103(3), 391-410. 1988.
  • [32] K. Özdamar, “Statistical data analysis with package programs” 1st volume. Eskisehir: April. 2013.
  • [33] Ö. F. Şimşek, “Yapısal eşitlik modellemesine giriş: Temel ilkeler ve LISREL uygulamaları” İstanbul: Ekinoks. 2007.
  • [34] A. L. Vieira, “Interactive LISREL in practice, getting started with a SIMPLIS Approach” London: Springer. https://doi.org/10.1007/978-3-642-18044-6. 2011.
  • [35] S. Büyüköztürk, “Manual of data analysis for social sciences” Ankara: Pegem, 2013.
  • [36] J. F. Hair, W. C. Black, B. J. Babin, and R. E. Anderson, “Multivariate data analysis” The UK, Harlow: Pearson Education Limited. 2014.
  • [37] E. Tavşancıl, “Measuring Attitudes and Data Analysis with SPSS” Ankara: Nobel publishing house. 2002.
  • [38] R. Hart, “Children’s participation: The theory and practice of involving young citizens in community development and environmental care” London: Earthscan. 1997.
  • [39] D. Sobel, “Ecophobia” Great Barrington, MA: The Orian Society. 1996.
  • [40] J. J. Vaske, and K. C. Kobrin, “Place attachment and environmentally responsible behavior” The Journal of Environmental Education, Vol. 32 No. 4, pp. 16-21. 2001.
  • [41] U. G. Şahin, “Investigation of Secondary School Students' Awareness of Biodiversity According to Various Variables” Post Graduate Facility, Antalya University, pp.75. 2018.
There are 41 citations in total.

Details

Primary Language English
Subjects Structural Biology, Ecology, Environmental Sciences
Journal Section Research Articles
Authors

İbrahim Uysal 0000-0002-7507-3322

Neda Şayan 0000-0002-2692-8240

Batuhan Ege Uysal 0000-0001-7064-1100

Kerem Temel 0000-0001-9382-8568

Aycan Çolak Uysal 0000-0002-1942-2065

Publication Date April 29, 2022
Published in Issue Year 2022 Volume: 2 Issue: 1

Cite

IEEE İ. Uysal, N. Şayan, B. E. Uysal, K. Temel, and A. Ç. Uysal, “Developing the Wetland Awareness Scale Through Children’s Eyes and Example Application”, Etoxec, vol. 2, no. 1, pp. 50–65, 2022.