Behaviors of university students in the process of learning global environmental problems

In this study, conceptual learning of university students in the process of learning global environmental problems, the emotional changes caused by learning, the changes in anxiety levels and emotional reactions caused by the learning process of global environmental problems were examined.In the research, ?Global Problems Research Group?, consisting of 10 volunteers, was formed as a result of the open invitation in Celal Bayar University Education Faculty. Global environmental problems were studied and discussed under 8 main topics with this group. These topics were chosen as; ozone layer, acid rains, nuclear energy, rain forests, desertification, genetically altered organisms, climate changes, greenhouse effect and global warming. ?Roger?s Conceptual Model?, which was practiced in Bath Spa University, was applied in the study and recommended for other countries.The quantative data of the research were collected by ?Trait Anxiety Inventory? and ?State Anxiety Inventory?, developed by Spielberger and his colleagues and adapted to Turkish by Öner and Le Compte, and ?Global Problems Perception Inventory? developed and tested by the author. Qualitative data were obtained from half-structured interviews with the students, diaries prepared separately for each topic by the author, and diaries of the students which reflect their emotions and thoughts.In the reliability and validity studies of the ??Global Problems Perception Inventory?, developed by the author to determine the changes in anxiety levels of the students in the learning process of global environmental problems, factor analysis, Friedman test and Wilcoxon test were used. SPSS 14 statistics package program was used in the analysis of the data.Following results were achieved in the research: 1. An increase is observed in the state and trait anxiety levels of the students in the process of learning global environmental problems. 2. When global environmental problems are taken into hand with all aspects rather than only conceptual, a more effective learning, more quick and positive behavior change is observed in the individual. 3. In the process of learning global environmental problems, different, pessimist and complex emotional reactions were observed within the students. Also it is seen that they have experienced some emotional shocks. 4. Rogers Conceptual Model?s, where emotional and pedagogic dimensions of global environmental problems are taken into hand besides conceptual dimension, employability and positive effects in Turkish education system are observed. 5. When it is considered that environmental education is the most important element for the solution of global environmental problems, it is concluded that environmental education must break free from traditional education methods and be developed in different dimensions by different methods.Keywords: Global Environmental Problems, Rogers Conceptual Model, State Anxiety Inventory, Trait Anxiety Inventory, Environment Education