Comparing environmental education beliefs of science teachers having low and high environmental identity scores

The purpose of this study is to compare the beliefs about environmental education of two different science teachers groups –teachers having high level environmental identity and teachers having low level environmental identity–. Within this general purpose, extreme groups (teachers having high and low level environmental identities) were formed and the question -"how does a relationship exist between science teachers' environmental identities and their beliefs about environmental education?"– was tried to be answered. This research is a case study including interviews held with the extreme groups (Çepni, 2009). The data in this study were collected through Clayton's (2003) "Environmental Identity Scale" and an interview form called "Beliefs about Environmental Education". In order to determine the teachers having high and low level environmental identity, 154 science teachers in Ankara province were chosen through convenience sampling method and Environmental Identity Scale were administered to them. According to scale results, two extreme groups (having high and low level environmental identity) consisting of 5 teachers were formed and semi-structured interviews were held with these groups about their beliefs towards environmental education. According to findings of the study with the science teachers having high level environmental identity, there is a significant relationship between the teachers' deep beliefs about environment and knowledge and pedagogy. Furthermore, this study shows that the individuals having high level environmental identity tend to take more constructivist and analytical education in terms of feelings and motivation. The study also suggests that the environmental identity of science teachers should be developed in order to have effective teachers about environmental education. In accordance with the study findings, some other suggestions were also made. Keywords: Environmental identity, environmental education, beliefs about environmental education, science teachers.