Does mother tongue education support development of environmental literacy in Turkey? An analysis of Turkish course books

APA 6th edition
In-text: (Uyar & Ensar, 2016)
Your Bibliography: Uyar, Y. & Ensar, F. (2016). Does mother tongue education support development of environmental literacy in Turkey? An analysis of Turkish course books. International Journal of Environmental and Science Education, 11(1), 1-8. doi: 10.12973/ijese.2015.285a

Harvard
In-text: (Uyar and Ensar, 2016)
Your Bibliography: Uyar, Y. and Ensar, F. (2016). Does mother tongue education support development of environmental literacy in Turkey? An analysis of Turkish course books. International Journal of Environmental and Science Education, 11(1), pp. 1-8.

Chicago 16th edition
In-text: (Uyar and Ensar 2016)
Your Bibliography: Uyar, Yusuf and Ferhat Ensar (2016). "Does mother tongue education support development of environmental literacy in Turkey? An analysis of Turkish course books". International Journal of Environmental and Science Education 11 (1):1-8. doi:10.12973/ijese.2015.285a.

Abstract

Development of environmental literacy needs an interdisciplinary effort. Especially language classes, with environment related texts, have potential to support environmental literacy. In this research it is aimed to analyze the Turkish language course books in terms of components of environmental literacy. To this end, four Turkish course books being taught between 5th and 8th grades were selected. As a qualitative inquiry technique content analysis was used. Three types of main components of environmental literacy (knowledge, affect, and behavior) and their sub-components determined. It was found that the most cited environmental literacy component was knowledge. Others were relatively less emphasized. Results showed that Turkish course books with environment related texts have potential to support development of environmental literacy.

Keywords: Environmental literacy, Turkish language education, course books

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