The effects of Web 2.0 supported environmental education on self-efficacy belief regarding environmental education and environmental awareness

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dc.contributor.authorKucukaydin, Mensure Alkis
dc.contributor.authorUlum, Hakan
dc.date.accessioned2024-02-23T13:56:08Z
dc.date.available2024-02-23T13:56:08Z
dc.date.issued2023
dc.departmentNEÜen_US
dc.description.abstractThe aim of this study is to determine the effects of Web 2.0 supported environmental education on self-efficacy belief regarding environmental education and environmental awareness of teacher candidates studying in the primary school teacher program. The study took on a quasi-experimental design with a pre-test and post-test control group. There were 33 teacher candidates in the experimental group and 32 teacher candidates in the control group. The study was carried out with teacher candidates studying in their first year and enrolled in the Environmental Education course. While environmental education was carried out in the Web 2.0 environment with the students in the experimental group, environmental subjects were covered in the school environment in the control group. Data were collected with the Scale of Self-Efficacy Belief Regarding Environmental Education (SEEE) and the Environmental Awareness Scale. In data analysis, independent sample t-tests and two-way ANOVA were used for repeated measurements. The results of the analysis showed that Web 2.0 supported environmental education led to a statistically significant difference in the academic competence perception of SEEE, although Web 2.0 supported teaching did not have an effect on environmental awareness. The findings present different perspectives on the use of Web 2.0 technologies in environmental education.en_US
dc.identifier.doi10.1007/s10639-023-11783-9
dc.identifier.endpage14551en_US
dc.identifier.issn1360-2357
dc.identifier.issn1573-7608
dc.identifier.issue11en_US
dc.identifier.scopus2-s2.0-85152656726en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage14529en_US
dc.identifier.urihttps://doi.org/10.1007/s10639-023-11783-9
dc.identifier.urihttps://hdl.handle.net/20.500.12452/11084
dc.identifier.volume28en_US
dc.identifier.wosWOS:000968283500001en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofEducation And Information Technologiesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectEnvironmental Awarenessen_US
dc.subjectEnvironmental Educationen_US
dc.subjectSelf- Efficacy Beliefen_US
dc.subjectWeb 2en_US
dc.subject0 Toolsen_US
dc.titleThe effects of Web 2.0 supported environmental education on self-efficacy belief regarding environmental education and environmental awarenessen_US
dc.typeArticleen_US

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