Hamalosmanoğlu, M., Kızılay, E. & Saylan Kırmızıgül, A.
(2020). The effects of using animated films in the
environmental education course on prospective
teachers’ behavior towards environmental problems
and their attitude towards solid waste and recycling.
International Online Journal of Education and
Teaching (IOJET), 7(3). 1178-1187.
https://iojet.org/index.php/IOJET/article/view/943
Received: 03.05.2020
Received in revised form: 08.06.2020
Accepted: 15.06.2020
THE EFFECTS OF USING ANIMATED FILMS IN THE ENVIRONMENTAL
EDUCATION COURSE ON PROSPECTIVE TEACHERS’ BEHAVIOR TOWARDS
ENVIRONMENTAL PROBLEMS AND THEIR ATTITUDE TOWARDS SOLID
WASTE AND RECYCLING
Research Article
Mustafa Hamalosmanoğlu
Erciyes University
hamalosmanoglu@erciyes.edu.tr
Esra Kızılay
Erciyes University
eguven@erciyes.edu.tr
Aslı Saylan Kırmızıgül
Erciyes University
aslisaylan@erciyes.edu.tr
Mustafa Hamalosmanoğlu is an assistant professor at the Science Education of Faculty of
Education at Erciyes University, Kayseri, Turkey.
Esra Kızılay is an assistant professor at the Science Education of Faculty of Education at
Erciyes University, Kayseri, Turkey.
Aslı Saylan Kırmızıgül is a research assistance (Dr.) at the Science Education of Faculty of
Education at Erciyes University, Kayseri, Turkey.
Copyright by Informascope. Material published and so copyrighted may not be published
elsewhere without the written permission of IOJET.
https://iojet.org/index.php/IOJET/article/view/943
mailto:hamalosmanoglu@erciyes.edu.tr
mailto:eguven@erciyes.edu.tr
mailto:aslisaylan@erciyes.edu.tr
https://orcid.org/0000-0002-1126-0268
https://orcid.org/0000-0001-8329-0186
https://orcid.org/0000-0001-5678-8050
Hamalosmanoğlu, Kızılay & Saylan Kırmızıgül
1178
THE EFFECTS OF USING ANIMATED FILMS IN THE ENVIRONMENTAL
EDUCATION COURSE ON PROSPECTIVE TEACHERS’ BEHAVIOR TOWARDS
ENVIRONMENTAL PROBLEMS AND THEIR ATTITUDE TOWARDS SOLID
WASTE AND RECYCLING
Mustafa Hamalosmanoğlu
hamalosmanoglu@erciyes.edu.tr
Esra Kızılay
eguven@erciyes.edu.tr
Aslı Saylan Kırmızıgül
aslisaylan@erciyes.edu.tr
Abstract
This research aimed to investigate the effect of Wall-E films on prospective teachers’
behavior towards environmental problems and attitude towards solid waste and recycling. In
the research, one-group pre-test and post-test experimental design was used. The study group
consisted of 130 prospective teachers at the Classroom Teacher Department, and the
Department of Social Sciences Teaching in a Faculty of Education of a state university in
Turkey. where they took Environmental Education course in 2018-2019 academic year. The
data collection tools of the study were “Environmental Problems Behavior Scale” and “Solid
Waste and Recycling Attitude Scale”. After the scales were administered as a pre-test, the
participants were invited to watch the movie Wall-E for a period of three weeks. Then the
scales were re-administered as the post-test. It was found out that, watching the film, the
participants’ behavior towards environmental problems and their attitude towards solid waste
and recycling increased in a positive way. The findings also revealed that attitude towards solid
waste and recycling was a significant predictor of the prospective teachers’ behavior towards
environmental problems.
Keywords: Environmental education, animated films, recycling, environmental behavior,
environmental attitude, prospective teachers
1. Introduction
The natural environment in which all living things live, has been in existence for many years
without any problems in interaction with living things. However, factors such as increase in
population, unplanned urbanization, industrialization, excessive consumption, damage to the
natural environment and reduction of natural resources have caused many environmental
problems. As a result of environmental problems becoming uncontrollable, solutions were tried
to be found. These efforts to find solutions revealed the concept of environmental education by
turning towards the person, who is responsible for the problems (ÇOB, 2007; Çolakoğlu, 2010;
Doğan, 1997; Yücel & Morgil, 1998).
The concept of environmental education includes educational activities for people, who are
the principal cause of environmental problems. Therefore, environmental education includes
mailto:hamalosmanoglu@erciyes.edu.tr
mailto:eguven@erciyes.edu.tr
mailto:aslisaylan@erciyes.edu.tr
International Online Journal of Education and Teaching (IOJET) 2020, 7(3), 1178-1187
1179
all the trainings carried out in order to ensure that every individual in the society understand
the environment, develop environmental awareness, gain environmentally friendly behaviors
and take an active role in environmental problems (ÇOB, 2004; Öztürk, 2008; Uğurlu &
Demirer, 2008).
When the environmental problems and the concept of environmental education are
examined, it is seen that both are global. Because the planet and environment we live in is a
common area for all living things. For this reason, environmental education has become a
common concern worldwide. The first activity on environmental education was the United
Nations Conference on the Human Environment held in 1972. The United Nations
Environment Program (UNEP) established at the end of this conference. On June 5, the day of
the conference, was accepted as the World Environment Day (Akçay, 2006; Doğan, 1997;
Simpson, Hungerford, & Volk, 1988; Yıldız, Sipahioğlu, & Yılmaz, 2009). In 1975, an
International Environmental Education Program (IEEP) was created in addition to UNEP
(Doğan, 1997). The biggest activity related to environmental education was the
Intergovernmental Conference on Environmental Education held in 1977 in cooperation with
UNESCO-UNEP. This conference is also called as the Tbilisi Conference. Environmental
education was examined in many aspects at the conference (Intergovernmental Conference on
Environmental Education-Final Report, 1978; Simpson, Hungerford, & Volk, 1988). At Tbilisi
Conference, statements such as developing ecological solidarity awareness, providing
opportunities for each individual to gain the necessary knowledge and attitude in order to
protect the environment, and creating new forms of behavior towards the environment in
individuals and society are included as the main aims of environmental education
(Intergovernmental Conference on Environmental Education-Final Report, 1978).
When the objectives of environmental education mentioned at the Tbilisi Conference are
examined, it is seen that the basis of solving environmental problems is changing people's
attitudes, consciousness, behavior. For this reason, it is important for children, whom we
entrust our future and environment, to raise awareness about the environment, environmental
problems and their solutions (Erentay & Erdoğan, 2009). In this framework, teachers, who are
role models and play a guiding role in the structuring of what children learn and transforming
what they learn into behavior, have great duties (Ada, Baysal, & Şahenk Erkan, 2017).
Therefore, teachers should also be environmentally conscious, environmentally sensitive
individuals and behave environmentally friendly. As a matter of fact, attention was drawn to
this point with the statement “S/he is sensitive to the protection of the natural environment, and
historical and cultural heritage”, which is among the general competencies of the teaching
profession (MoNE, 2017). In this context, many studies were conducted to examine and
improve the environmental consciousness, environmental sensitivity, environmental attitudes
and environmental behavior of teachers and prospective teachers.
In the literature, some studies investigated the attitudes of teachers and prospective teachers
towards the environment and environmental problems (Gürbüz, Kışoğlu, & Erkol, 2007;
Gürbüzoğlu Yalmancı, & Gözüm, 2011; Güven, 2013; Kayalı, 2010; Larijani & Yeshodhara,
2008). Some studies examining the environmental behavior of teachers and prospective
teachers are also included in the literature (Erten, 2005; Güven & Aydoğdu, 2012). In some
other studies, different variables were examined together. For instance, Keleş, Uzun and
Varnacı Uzun (2010) investigated the prospective teachers’ environmental awareness,
environmental attitude, thoughts and behaviors. Adejoke, Mji and Mukhola (2014) investigated
teachers’ attitudes and awareness of environmental pollution. According to the literature, in
addition to examining the environmental attitudes, behaviors and awareness of teachers and
prospective teachers, some researches were conducted to develop these variables through
experimental studies.
Hamalosmanoğlu, Kızılay & Saylan Kırmızıgül
1180
When the literature is examined, it was seen that films were used as environmental education
tools in some studies (e.g. Benzer, Güven Yıldırım, & Önder, 2019; Göktepe Duran, 2019;
Janpol & Dilts, 2016; Liu, 2018; Leeds et al., 2017; Skanavis & Sakellari, 2006). It was found
that most of these studies were not carried out with prospective teachers and the studies
conducted with prospective teachers examined different variables. In this context, this research
aims to investigate the effect of Wall-E film on the prospective teachers’ behavior towards
environmental problems and attitudes towards solid waste and recycling. In addition, the study
aims to examine the relationship between prospective teachers’ behavior towards
environmental problems and attitude towards solid waste and recycling.
The study focuses on the main research problem; “What are the effects of using animated
films in the Environmental Education Course on prospective teachers’ behavior towards
environmental problems and their attitude towards solid waste and recycling?”
Based on this main research problem the sub-research problems can be stated as follows:
1. What is the prospective teachers’ behavior like towards environmental problems?
2. What is the prospective teachers’ attitude like towards solid waste and recycling?
3. Is there a significant elation ship between the prospective teachers’ behavior and attitude
towards environmental problems and the solid waste and recycling?
2. Method
2.1. Research Design
In the research, one-group pre-test and post-test experimental design, one of the quantitative
research models, was utilized (Fraenkel, Wallen, & Hyun, 2012). This design, which aims to
analyze the behavior of a single group instead of comparing multiple groups, is an effective
way to influence a specified variable and to test hypotheses about cause-effect relationships
(Creswell, 2012).
2.2. Participants
The institution of the participants was selected through convenience sampling methods in
the study. In this sampling, the researcher selects individuals or groups that are easy to access
(Fraenkel, Wallen, & Hyun, 2012). In line with the purpose of the research, criterion sampling
method was adopted while determining the study group. The criterion was to take the
environmental education course. In this regard, the research was carried out with students
teachers who took environmental education course in the 2018-2019 academic year in
Classroom Teaching Department and the Department of Social Sciences Teaching in the
Faculty of Education of a state university in Turkey. Accordingly, 60 students from the
Classroom Teaching Department and 70 students from the Department of Social Sciences
Teaching participated in the study. Demographic information of the study group is given in
Table 1.
Table 1. Demographic information of the study group
Department Female (n) Male (n) Total (n)
Social Sciences Teaching 35 25 60
Classroom Teaching 57 13 70
Total 92 38 130
International Online Journal of Education and Teaching (IOJET) 2020, 7(3), 1178-1187
1181
2.3. Data Collection Tools
In the research, two scales were used as data collection tools.
2.3.1. Environmental problems behavior scale
“Environmental Problems Behavior Scale” is a three-point Likert-type scale with six factors
and 40 items which was developed for prospective teachers. Cronbach Alpha reliability
coefficient of the scale was calculated as 0.85 (Güven & Aydoğdu, 2012). In order to use the
scale in the research, necessary written permission was obtained from the authors.
2.3.2. Solid waste and recycling attitude scale
“Solid Waste and Recycling Attitude Scale” is a five-point Likert-type scale with three
factors and 33 items which was developed for prospective teachers. Cronbach Alpha reliability
coefficients for all factors of the scale were found to be above 0.85 (Karatekin, 2013). The
necessary written permission was obtained from the author to use the scale.
2.4. Intervention
Before starting the research, first, a detailed literature review related to environmental films
was conducted. It was decided to use the movie Wall-E, which was found didactic and
interesting for the participant students.
The Wall-E movie is a science fiction film that has received the Academy Award for best
animated feature film in 2009. The film shows how the utopia of the world emerged when
people left and forgot the Earth after excessive environmental pollution. Wall-E portrays
people as factors that cause environmental disasters. Therefore, in the film, people’s
environmental damage and consumption frenzy were criticized. The film addressed the
environmental damage caused by industrialization, excessive consumption, and wasting
natural resources (Madureira, 2012; Turhan, 2017). The film focuses on extreme capitalism,
the destructive cycle of mass production and consumption, and eventually environmental
collapse and environmental apocalypse. The film makes a bold warning to society in the
framework of this capitalism and destruction, and calls for protection of our environment
before it is too late (Anderson, 2012; Bose, 2017; Chaudhary, 2019). In the film, the subjects
are covered within the framework of themes such as environmental awareness, environmental
insensitivity, environmental pollution, waste, unconscious consumption (Göktepe Duran,
2019). For this reason, it was decided to get prospective teachers to watch the film within the
scope of environmental education course in terms of environmental problems, human behavior
and attitudes towards environmental problems and waste.
The scales were administered prospective teachers as a pre-test in their Environmental
Education course. Then, they were asked to watch the movie Wall-E in a period of three weeks.
While watching the film, the prospective teachers were reminded to pay attention to the
following points:
• Environmental concepts in the film,
• Environmental problems in the film,
• Causes of environmental problems in the film,
• The role of people in environmental problems,
• Drawing a conclusion from the film about environmental problems,
• Drawing conclusions from the film about solid waste and recycling.
Hamalosmanoğlu, Kızılay & Saylan Kırmızıgül
1182
The scales were re-administered as the post-test four weeks later the pre-test.
2.5. Data Analysis
In the analysis of the data obtained in the research, items with negative statement were
reverse coded firstly. Then, the data were analyzed via Statistical Package for the Social
Sciences (SPSS) 22.
Before deciding the tests to analyze data, it was examined whether the data showed a normal
distribution or not. For this purpose, pre-tests and post-tests were analyzed through
Kolmogorov-Smirnov test. As a result of the analysis, it was seen that p value for all tests was
above .05 and it was determined that the data showed normal distribution. Accordingly, it was
decided to use parametric tests for the analysis (Pallant, 2007).
In the study, the data were analyzed through paired samples t-test in order to examine the
effect of Wall-E film on the prospective teachers’ behavior towards environmental problems
and attitudes towards solid waste and recycling. Simple linear regression analysis was
conducted to examine the relationship between prospective teachers’ behavior towards
environmental problems and attitude towards solid waste and recycling.
3. Findings
3.1. Findings Regarding Behavior Towards Environmental Problems
In the study, paired samples t test was performed on pre-test and post-test data in order to
examine the effect of Wall-E film on the prospective teachers’ behaviors towards
environmental problems. The findings are given in Table 2.
Table 2. Paired samples t-test results regarding behaviors towards environmental problems
Score Groups n �̅� t df p
Behavior score towards
environmental problems
pre-test 130 96.95
-18.077 129 .00
post-test 130 99.55
When Table 2 is examined, it is seen that the prospective teachers’ mean behavior score
towards environmental problems is 96.95 before watching the Wall-E movie, whereas it is
99.55 after watching the movie. It has been determined that the prospective teachers’ mean
behavior score towards environmental problems has increased after watching the film. This
increase was found statistically significant (p<.05).
3.2. Findings Regarding Attitude Towards Solid Waste and Recycling
In the study, paired samples t test was performed on pre-test and post-test data in order to
examine the effect of Wall-E film on the prospective teachers’ attitudes towards solid waste
and recycling. The findings are given in Table 3.
Table 3. Paired samples t test results regarding attitude towards solid waste and recycling
Score Groups n �̅� t df p
Attitude score towards solid
waste and recycling
pre-test 130 130.47
-4.731 129 .00
post-test 130 132.06
International Online Journal of Education and Teaching (IOJET) 2020, 7(3), 1178-1187
1183
When Table 3 is examined, it is seen that the prospective teachers’ mean attitude score
towards solid waste and recycling is 130.47 before watching the Wall-E movie, while it is
132.06 after wathing the movie. It was determined that the prospective teachers’ mean attitude
score towards solid waste and recycling has increased after watching the film. This increase
was found statistically significant (p<.05).
3.3. Findings Regarding the Relationship Between Behavior and Attitude
In the research, simple linear regression analysis was conducted to examine whether the
prospective teachers’ attitude towards solid waste and recycling are a significant predictor of
their behavior towards environmental problems. The findings are given in Table 4.
Table 4. Regression analysis results related to the relationship between behavior and
attitude
Variable B Std. Error β t p
Constant 28.870 2.002 - 14.417 .00
Attitude towards solid waste and recycling .535 .015 0.953 35.494 .00
R=0.953
R2=0.908
F(1-130)=1259.843
p= .00
As a result of the simple linear regression analysis, a significant relationship was found
between the two variables (R=0.953; R2=0.908). It was determined that the attitude towards
solid waste and recycling is a significant predictor of the prospective teachers’ behavior
towards environmental problems (F(1-130)=1259.843; p< .05). When the value of R2 was
examined, it was seen that approximately 91% of the change in the prospective teachers’
behavior towards environmental problems can be explained by the attitude towards solid waste
and recycling. The significance test for attitude also showed that this variable is a significant
predictor. According to the regression analysis result, the regression equation is given below.
Behavior towards environmental problems = (0.535 x Attitude towards solid waste and
recycling) + 28.870
4. Conclusion and Discussion
Animated films can be used in Science and Environmental Education. The environment-
themed animation films can raise individuals’ environmental consciousness, awareness and
attitude (Göktepe Duran, 2019; Skanavis & Sakellari, 2006). When the literature on
prospective teachers was examined, it was seen that the frequency of prospective teachers to
follow environmental programs on television or radio is low, whereas they stated that television
and radio are the sources that will contribute most to people's awareness of the environment
(Erol, 2005). In this context, it was aimed to investigate the effect of Wall-E film on the
prospective teachers’ behavior towards environmental problems and attitude towards solid
waste and recycling within the framework of environmental education.
In the research, it was found that the prospective teachers’ mean behavior score towards
environmental problems increased after watching the Wall-E movie. This increase was found
statistically significant (p<.05). In the study, it was found that the prospective teachers’ mean
attitude score towards solid waste and recycling increased after watching the Wall-E movie.
This increase was also found statistically significant (p<.05). As a result, the research shows
Hamalosmanoğlu, Kızılay & Saylan Kırmızıgül
1184
that environment-related films can be used in environmental education. In a study conducted
by Benzer, Güven Yıldırım and Önder (2019), it was found that educational films did not make
a significant difference on the attitudes of prospective classroom teachers towards
environmental problems. Nevertheless, it was revealed that educational films had a significant
positive effect on the prospective teachers’ awareness of environmental issues. In another
study, it was realized that the environmental perceptions and behavioral reactions of the
students who watched a documentary film emphasizing the natural environment were
positively affected (Janpol & Dilts, 2016). In a study conducted by Liu (2018), it was revealed
that the university students who received environmental education through documentaries
developed more positive attitudes towards the environment. (Leeds et al., 2017).
As a result of the research, it was also determined that the attitude towards solid waste and
recycling is a significant predictor of prospective teachers’ behavior towards environmental
problems. It was also revealed that approximately 91% of the change in the prospective
teachers’ behavior towards environmental problems can be explained by the attitude towards
solid waste and recycling. This relationship between behavior and attitude probably results
from the fact that both variables are components of environmental literacy. According to the
literature, attitude and behavior are among the sub-dimensions of environmental literacy (Akıllı
& Genç, 2015; Hollweg et al., 2011; McBeth & Volk, 2010), and environmental attitude is
expressed as a strong predictor of ecological behavior (Kaiser, Wölfing, & Fuhrer, 1999).
5. Recommendations
The animated films are found effective in the process of Environmental Education for
teacher education. Therefore, the effects of integrating films in teacher education can be
investigated by designing similar studies in an extended way for different levels of formal
education.
In the research, it was also determined that using films in Environmental Education affected
the prospective teachers’ behavior towards environmental problems and their attitude towards
solid waste and recycling in a positive way. In other studies, the effects of using films on
different variables related to environment can also be scrutinized.
As a limitation of the research, only one environment-related animated film was provided
for the prospective teachers in a limited period of time. Within this framework, films with a
longer duration with different environmental themes can be offered, and their effects can be
investigated in a wider perspective.
6. Conflict of Interest
The authors declare that there is no conflict of interest.
7. Ethics Committee Approval
The authors confirm that the study does not need ethics committee approval according to
the research integrity rules in their country.
International Online Journal of Education and Teaching (IOJET) 2020, 7(3), 1178-1187
1185
References
Ada, S., Baysal, Z. N., & Şahenk Erkan, S. S. (2017). Çeşitli boyutları ile çevre eğitimi.
Ankara: Nobel.
Adejoke, O. C., Mji, A. & Mukhola, M. S. (2014). Students’ and teachers’ awareness of and
attitude towards environmental pollution: a multivariate analysis using biographical
variables. Journal of Human Ecology, 45, 167-175.
Akçay, İ. (2006). Farklı ülkelerde okul öncesi öğrencilerine yönelik çevre eğitimi. Yüksek
lisans tezi. Uludağ Üniversitesi Sosyal Bilimler Enstitüsü, Bursa.
Akıllı, M. & Genç, M. (2015). Examination of middle school students’ sub-dimensions of
environmental literacy in terms of various variables. Sakarya University Journal of
Education, 5(2), 81-97.
Anderson, C. T. (2012). Post-apocalyptic nostalgia: Wall-E, garbage, and American
ambivalence toward manufactured goods. Lit: Literature Interpretation Theory, 23(3),
267-282.
Benzer, S., Güven Yıldırım, E. & Önder, A. N. (2019). The impact of educational films on
attitude and awareness towards environmental problems. Trakya Journal of
Education, 9(4), 757-770.
Bose, M. (2017). Immaterial Thoughts: Brand Value, Environmental Sustainability, and Wall-
E. Criticism, 59(2), 247-277.
Chaudhary, N. (2019). An ecocritical deconstruction of Disney’s Wall-E. International
Conference on Recent Trends in Humanities, Education, Arts, Culture, Languages,
Literature, Philosophy, Religion, Gender and Management Studies.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating
quantitative and qualitative research. Boston: Pearson Education.
ÇOB (2004). Türkiye çevre atlası. Ankara. Web sayfası:
http://www.cedgm.gov.tr/CED/Files/cevreatlası/atlas_metni.pdf
ÇOB (2007). Türkiye çevre durum raporu. Ankara. Web sayfası:
http://www.cedgm.gov.tr/CED/AnaSayfa/webUygulama/turkiyeCevreDurumRaporu.as
px?sflang=tr
Çolakoğlu, E. (2010). Haklar söyleminde çevre eğitiminin yeri ve Türkiye’de çevre eğitiminin
anayasal dayanakları. Türkiye Barolar Birliği Dergisi, 88, 151-171.
Doğan, M. (1997). Ulusal çevre eylem planı: Eğitim ve katılım. Web sayfası:
http://ekutup.dpt.gov.tr/cevre/eylempla/doganm.pdf
Erentay, N. & Erdoğan, M. (2009). 22 Adımda doğa eğitimi, Ankara: ODTÜ Yayıncılık.
Erol, G. H. (2005). Sınıf öğretmenliği ikinci sınıf öğrencilerinin çevre ve çevre sorunlarına
yönelik tutumları. Yüksek Lisans Tezi, Pamukkale Üniversitesi Fen Bilimleri Enstitüsü.
Erten, S. (2005). Investigation of preservice preschool teachers’ behaviors related to
environmental awareness. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(28), 91-
100.
Fraenkel, J. R., Wallen, N. E., & Hyun, H., H. (2012). How to design and evaluate research in
education (8th ed.). New York, NY: McGraw-Hill.
http://www.cedgm.gov.tr/CED/Files/cevreatlası/atlas_metni.pdf
http://www.cedgm.gov.tr/CED/AnaSayfa/webUygulama/turkiyeCevreDurumRaporu.aspx?sflang=tr
http://www.cedgm.gov.tr/CED/AnaSayfa/webUygulama/turkiyeCevreDurumRaporu.aspx?sflang=tr
http://ekutup.dpt.gov.tr/cevre/eylempla/doganm.pdf
Hamalosmanoğlu, Kızılay & Saylan Kırmızıgül
1186
Göktepe Duran, B. (2019). Çevre eğitimi için uygun animasyon filmlerin belirlenmesi ve fen
bilimleri dersi öğretim programı ile ilişkilendirilmesi. Yüksek Lisans Tezi, Balıkesir
Üniversitesi Fen Bilimleri Enstitüsü.
Gürbüz, H., Kışoğlu, M., & Erkol, M. (2007). Biyoloji öğretmen adaylarının çevreye yönelik
tutumlarının informal ve formal eğitim ortamları açısından değerlendirilmesi. A. Ü.
Bayburt Eğitim Fakültesi Dergisi, 2(3), 74-84.
Gürbüzoğlu Yalmancı, S. & Gözüm, A. İ. C. (2011). Kafkas üniversitesi öğretmen adaylarının
çevre sorunlarına ilişkin tutumlarının bazı değişkenlere göre incelenmesi. International
Online Journal of Educational Sciences, 3(3), 1109-1132.
Güven, E. (2013). Development of environmental problems attitude scale and determination
of teacher candidates’ attitudes. GEFAD, 33(2), 411-430.
Güven, E. & Aydoğdu, M. (2012). Development of environmental problems behaviour scale
and determination of teacher candidates’ behaviour levels. Uludağ Üniversitesi Eğitim
Fakültesi Dergisi, 25(2), 573-590.
Hollweg, K. S., Taylor, J. R., Bybee, R. W., Marcinkowski, T. J., McBeth, W. C. & Zoido, P.
(2011). Developing a framework for assessing environmental literacy. Washington, DC:
North American Association for Environmental Education.
Intergovernmental Conference on Environmental Education-Final Report (1978). Unesco-
UNEP, Tbilisi (USSR), 14-26 October 1977.
Janpol, H. L., & Dilts, R. (2016). Does viewing documentary films affect environmental
perceptions and behaviors?. Applied Environmental Education &
Communication, 15(1), 90-98.
Kaiser, F. G., Wölfing, S. & Fuhrer, U. (1999). Environmental attitude and ecological behavior.
Journal of Environmental Psychology, 19, 1-19.
Karatekin, K. (2013). Developing a scale to measure pre-service teachers’ attitudes towards
solid waste and recycling: A validity and reliability study. Uluslararası Avrasya Sosyal
Bilimler Dergisi, 4(10), 71-90.
Kayalı, H. (2010). Sosyal bilgiler, Türkçe ve sınıf öğretmenliği öğretmen adaylarının çevre
sorunlarına yönelik tutumları. Marmara Coğrafya Dergisi, 21, 258-268.
Keleş, Ö., Uzun, N. & Varnacı Uzun, F. (2010). The change of teacher candidates‟
environmental consciousness, attitude, thought and behaviors with nature training project
and the assessment of its permanence. Electronic Journal of Social Sciences, 9(32), 384-
401.
Larijanı, M. & Yeshodhara, K. (2008). An empirical study of environmental attitude among
higher primary school teachers of India and Iran. Journal of Human Ecology, 24(3), 195-
200.
Leeds, A., Lukas, K. E., Kendall, C. J., Slavin, M. A., Ross, E. A., Robbins, M. M., Weeghel,
D. & Bergl, R. A. (2017). Evaluating the effect of a year‐long film focused environmental
education program on Ugandan student knowledge of and attitudes toward great
apes. American Journal of Primatology, 79(8), 1-9.
Liu, S. C. (2018). Environmental education through documentaries: Assessing learning
outcomes of a general environmental studies course. Eurasia Journal of Mathematics,
Science and Technology Education, 14(4), 1371-1381.
International Online Journal of Education and Teaching (IOJET) 2020, 7(3), 1178-1187
1187
Madureira, M. A. V. (2012). Ecocriticism in Disney/Pixar-Wall-E and the de-greening cycle.
Yüksek Lisans Tezi, Universidade de Coimbra.
McBeth, W., & Volk, T. L. (2010). The national environmental literacy project: A baseline
study of middle grade students in the United States. The Journal of Environmental
Education, 41(1), 55-67.
Ministry of National Education [MoNE] (2017). Öğretmenlik mesleği genel yeterlikleri.
Ankara.
Pallant, J. (2007). SPSS survival manual: A step by step guide to data analysis using SPSS.
Buckingham: Open University Press.
Öztürk, O. (2008). Ülkemiz yazılı basınında çıkan çevre haberleri ve yükseköğretimimizdeki
çevre habercilik eğitiminin değerlendirilmesi. Yüksek lisans tezi, Marmara Üniversitesi
Fen Bilimleri Enstitüsü, İstanbul.
Skanavis, C. & Sakellari, M. (2006). Environmental stereotypes on the big screen: Films as an
Environmental Education tool. Proceedings of International Conference on Protection
and Restoration of the Environment VIII.
Simpson, P. R., Hungerford, H., & Volk, T. L. (Eds.) (1988). Environmental education: A
process for pre-service teacher training curriculum development. UNESCO-UNEP
International Environmental Education Programme, Environmental Education Series 26.
Web page: http://unesdoc.unesco.org/images/0008/000822/082271eb.pdf
Turhan, G. (2017). The evaluation of the movie ‘‘wall-e’’ with regard to environmental ethics.
Researcher: Social Science Studies, 5(4), 298-309.
Uğurlu, Ö. & Demirer, Y. (2008). Disiplinlerarası çevre eğitimi üzerine ulusal ve uluslararası
örnekler: bilimsel faaliyet, siyasi karar verme süreci ve eğitim. Eğitim Bilim Toplum
Dergisi, 6(23), 94-111.
Yıldız, K., Sipahioğlu, Ş., & M. Yılmaz. (2009). Çevre bilimi ve eğitimi (2. Baskı). Ankara:
Gündüz Eğitim ve Yayıncılık.
Yücel, A. S. & Morgil, F. İ. (1998). Yüksek öğretimde çevre olgusunun araştırılması.
Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 14, 84-91.
http://unesdoc.unesco.org/images/0008/000822/082271eb.pdf