Çevre Sorunlarına İlişkin Öğrenci Çizimlerinin İncelenmesi

Alerby, E. (2000). A way of visualising children’s and young people’s thoughts about the
environment: A study of drawings. Environmental Education Research, 6(3), 205-222.
Alp, E., Ertepınar, H., Tekkaya, C. ve Yılmaz, A. (2006). İlköğretim öğrencilerinin çevreye yönelik
tutum ve bilgileri üzerine bir çalışma. VII. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi
Özetler Kitabı (s. 110). (07-09 Eylül 2006). Ankara: Palme Yayıncılık.
Barraza, L. ve Robottom, I. (2008). Gaining representations of childiren’s and adults’ constructions
of sustainability issues, International Journal of Environmental and Science Education, 3(4),
179-191.
Barraza, L. (1999). Children’s drawings about the environment, Environmental Education Research,
5(1), 49-66.
Barraza, L. (2001). Perception of social and environmental problems by English and Mexican
school children, Canadian Journal of Environmental Education, 6, 139-157.
Bonnett M. ve Williams, J. (1998). Environmental education and primary children’s attitudes
towards nature and the environment, Cambridge Journal of Education, 28(2), 159-174,
Boyes, E. ve Stanisstreet, M. (1996) Threats to the global atmospheric environment: The extent of
pupil understanding, International Research in Geographical and Environmental Education,
5(3), 186-195.
Boyes, E. ve Stanisstreet, M. (1997). Children’s models of understanding of two major global
environmental issues: Ozone layer and greenhouse effect, Research in Science ve
Technological Education, 15(1), 19-28.
Brown, J. M., Henderson, J. ve Armstrong, M. P. (1987). Children’s perceptions of nuclear power
stations as revealed through their drawings, Journal of Environmental Psychology, 7, 189-
199.
Chawla, L. ve Cushing, D. F. (2007). Education for strategic environmental behavior, Environmental
Education Research, 13(4), 437-452.
Christidou, V. ve Koulaidis, V. (1996). Children’s models of the ozone layer and depletion. Research
in Science Education, 26, 421-436.
Cohen, L. ve Manison, L. (1994) Research Methods in Education. London: Routledge.
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches
(2nd ed.). Thousand Oaks, CA: Sage.
Çilesiz, Ş. (2011). A phenomenological approach to experiences with technology: Current
state, promise, and future directions for research, Educational Technology Research and
Development, 59 (4), 487-510.
Dove, J. (1996). Student teacher understanding of the greenhouse effect, ozone layer depletion
and acid rain, Environmental Education Research, 2(1), 89-100.
Duan, H. ve Fortner, R. W. (2005). Chinese college students’ perceptions about global versus local
environmental issues, The Journal of Environmental Education, 36(4), 23-58,
Einarsdottir, J., Dockett, S. ve Perry, B. (2009) Making meaning: Children’s perspectives expressed
through drawings, Early Child Development and Care, 179(2), 217-232.
Ersoy, F. ve Türkkan, B. (2010). İlköğretim öğrencilerinin çizdikleri karikatürlere yansıttıkları sosyal
ve çevresel sorunların incelenmesi, Eğitim ve Bilim Dergisi, 35(156), 96-109.
Gökçe, N., Kaya, E., Aktay, S. ve Özden, M. (2007). İlköğretim öğrencilerinin çevreye yönelik
tutumları, İlköğretim Online, 6(3), 452-468. [Online]: http://ilkogretim-online.org.tr
18 Pamukkale University Journal of Education, Number 37 (January 2015/I)
D. Özdemir Özden, M. Özden
Grodziska-Jurczak, M., Stepska, A., Nieszporek, K. ve Bryda, G. (2006). Perception of environmental
problems among pre-school children in Poland, International Research in Geographical
and Environmental Education, 15(1), 62-76.
Koulaidis, V. ve Christidou, V. (1999). Models of students thinking concerning the greenhouse
effect and teaching implications, Science Education, 83, 559-576.
Marinopoulos, D. ve Stavridou, H. (2002). The influence of a collaborative learning environment
on primary students’ conceptions about acid rain, Journal of Biological Education, 37(1),
18-25.
Özdemir Özden, D. (2011). İlköğretim okullarında çevresel vatandaşlık eğitimi. Yayınlanmamış
doktora tezi, Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.
Özsoy, S. (2012). İlköğretim öğrencilerinin çevre algılarının çizdikleri çizimler aracılığıyla
incelenmesi, Kuram ve Uygulamada Eğitim Bilimleri, 12(2), 1117-1139.
Rye, J. A., Rubba, P. A. ve Wiesenmayer, R. L. (1997). An investigation of middle school students’
alternative conceptions of global warming, International Journal of Science Education,
19(5), 527-551.
Sadık, F., Çakan, H. ve Artut, K. (2011). Çocuk çizimlerine yansıyan çevre sorunlarının sosyoekonomik
farklılıklara göre analizi, İlköğretim Online, 10(3), 1066-1080. [Online]: http://
ilkogretim-online.org.tr
Shepardson, D. P. (2005). Student ideas: What is an environment? The Journal of Environmental
Education, 36(4), 49-58.
Stavridou, H. ve Marinopoulos, D. (2001). Water and air pollution: primary students’ conceptions
about “itineraries” and interactions of substances, Chemistry Education: Research and
Practice, 2, 31-41
Tikka, P. M., Kuitunen, M. T. veTynys, S. M. (2000). Effects of educational background on students’
attitudes, activity levels, and knowledge concerning the environment, The Journal of
Environmental Education, 31(3), 12-19.
Türkcan, B. (2013). Çocuk çizimlerinin analizinde göstergebilimsel bir yaklaşım, Kuram ve
Uygulamada Eğitim Bilimleri, 13(1), 585-607.
Uluçınar Sağır, Ş., Aslan, O. ve Cansaran, A. (2008). İlköğretim öğrencilerinin çevre bilgisi ve çevre
tutumlarının farklı değişkenler açısından incelenmesi, İlköğretim Online, 7(2), 496–511.
[Online]: http://ilkogretim-online.org.tr
Wylie, J., Sheehy, N., McGuinness, C. ve Orchard, G. (1998) Children’s thinking about air pollution:
A systems theory analysis, Environmental Education Research, 4(2), 117-137.
Yıldırım, A. ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınevi.
Yılmaz, Ö. ve Anderson, H.O. (2004). Views of elementary and middle school Turkish students
toward environmental issues, International Journal of Science Education, 26, 1527-1546.