İngilizce Öğretiminde Çevre Eğitiminin Uygulanmasında Bloom’un Yenilenen Sınıflandırması’nın Kullanımı

Year 2018, , 33 - 44, 24.12.2018

Defne Erdem Mete

https://doi.org/10.21497/sefad.514847

Cited By: 3

Abstract

Yabancı dil öğrencilerinin küresel problemlerin farkında olmaları gerektiği
inkâr edilemez bir gerçektir.
Çevre bozulması bugün dünyanın en önemli problemlerinden biridir ve eğitsel
uygulamaların çevrenin korunmasına katkı sağlaması gerekmektedir. Gelişmekte
olan bir bilim dalı olan çevre eğitimi, öğrencilerin çevre ile ilgili
problemleri tespit edip, çevreyi korumak için gerekli girişimlerde
bulunmalarını sağlayacak becerileri kazandırmayı amaçlamaktadır. Çevresel
problemlerin çözümünde yer alabilmeleri için, İngilizce öğrencilerinin
özellikle eleştirel düşünme ve eleştirel okuma becerilerine sahip olmaları
gerekmektedir. Bu çalışma, İngilizce öğrencilerinin çevre ile ilgili özgün
metinleri eleştirel okuma becerilerinin ve çevreyle ilgili bilinçlerinin
geliştirilmesinde Bloom’un Yenilenen Sınıflandırması’nın bir çevre eğitimi
modelini esas alarak kullanımını önermektedir. Bu amaçla, öncelikle,
sınıflandırmanın Monroe-Andrews ve diğerlerinin (2007) öne sürdüğü Çevre
Eğitimi Stratejileri Modeli’ndeki uygulaması sunulmuştur. Daha sonra,
sınıflandırmanın çevre eğitimi açısından kullanımını örneklendirmek için,
çevreyi konu alan özgün bir metnin eleştirel olarak okunmasında
kullanılabilecek sorular önerilmiştir. Özgün metin örneği olarak John Kotter ve
Holger Rathgeber tarafından yazılan Our
Iceberg is Melting: Changing and Succeding Under Any Conditions (2005) adlı
fabl seçilmiştir. Sonuç olarak, önerilen yaklaşımla çevre eğitimi
uygulamalarının eleştirel okuma becerilerinin geliştirilmesi ile İngilizce
öğretimine dahil edilebileceği ve ekoloji ile ilgili özgün metinlerin bu amaçla
sınıf materyali olarak kullanılabileceği öne sürülmüştür.

Keywords

Bloom’un Yenilenen Sınıflandırması, eleştirel okuma, çevre eğitimi, özgün metin, İngilizce öğretimi

Incorporating Environmental Education in English Language Teaching through Bloom’s Revised Taxonomy

Abstract

It has become undeniable that
language learners should be aware of global problems. One of the most serious
problems of our globe today is the environmental degradation and education
practices should have a contribution to ecological conservation. Environmental
education, which is a developing field of study, aims to equip learners with
the skills to identify and take action against ecological problems. In order to
be able to take part in this solution process, English language learners should
especially have critical thinking and critical reading skills. This paper
suggests using Bloom’s Revised Taxonomy in an environmental education framework
for fostering English language learners’ skills required for critical reading
of authentic texts related to ecology and increasing their environmental
awareness. In this respect, first, an application of the taxonomy in Monroe
& Andrews et al.’s (2007) Environmental Education Strategies Framework is
presented. Then, in order to exemplify the use of the taxonomy with an
environmental education perspective, a set of reading questions which can be
used for the critical reading of an authentic text is suggested. Our Iceberg is Melting: Changing and Succeding Under Any
Conditions (2005), written by John Kotter and Holger
Rathgeber as a fable, has been chosen as the sample authentic text. It is
concluded that environmental education practices can be incorporated in English
language teaching by fostering critical reading skills with the suggested
approach and authentic texts on ecological issues can be used as classroom
material for this purpose.

Keywords

Bloom’s Revised Taxonomy, critical reading, environmental education, authentic text, English language teaching

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