The purpose of this research is to determine elementary teacher candidates’ environmental approaches (environmental-based or human-based), environmental risk perceptions and environmental behaviours. Furthermore this research intend to determine if there is a significant difference in elementary teacher candidates’ environment-centered or human-centered approaches, environmental risk perceptions and environmental behaviours according to the variables of gender and class, or not. The research was carried out with a total of 243 teacher candidates (131male and 112 female) from Elementary Department of Faculty of Education at Siirt University in Turkey. It was used the “ New Environmental Paradigms Scale ”, which was first time developed by Dunlap and Van Liere (1978) and revised by Dunlap et.al. (2000) and adapted into Turkish by Furman (1998), to determine the environmental approaches of the teacher candidates, the “ Environmental Risk Perceptions Scale ”, which was developed by Slimak and Dietz (2006) and adapted into Turkish by Altuno?lu and Atav (2009), was used to determine the teacher candidates’ perceptions of environmental risk and it was used “ Environmental Behaviour Scale ”, which was developed by Uzun and Sa?lam (2006), to determine their environmental behaviours. At the analysis of data; it was consulted from descriptive statistical techniques and Pearson Moment Correlation coefficient. In our research, it was calculated that the Cronbach alpha reliability coefficient of environmental approaches scale as .65, the scale of environmental risk perceptions as .93 and the scale of environmental behavior as .85. As a result of this research, it was found that the teachers candidates’ environmental-centered approach mean score (M=4.21) is higher than human-centered approach mean score (M=3.35). Moreover, it was found that there is a significant and positive relation between the elementary teacher candidates’ human-centered approaches, environmental risk perceptions (r= .41; p<0.01) and environmental behaviours (r= .20; p< 0.01).
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机译：这项研究的目的是确定基础教师候选人的环境方法（基于环境或基于人的环境），环境风险感知和环境行为。此外，本研究旨在根据性别和班级变量，确定小学教师候选人的以环境为中心或以人为中心的方法，环境风险观念和环境行为是否存在显着差异。这项研究是由土耳其锡尔特大学教育学系的243名教师候选人（男性131名，女性112名）进行的。它使用的是“新环境范式量表”，该量表由Dunlap和Van Liere（1978）首次开发，并由Dunlap等人修订。 （2000年），并由Furman（1998年）改编为土耳其文，以确定教师候选人的环境方法，“环境风险感知量表”，由Slimak和Dietz（2006年）开发，并由Altuno？lu和Atav（2009）被用来确定教师候选人对环境风险的看法，Uzun和Sa？lam（2006）开发的“环境行为量表”被用来确定他们的环境行为。在分析数据时;从描述性统计技术和Pearson矩相关系数中进行了咨询。在我们的研究中，计算得出，环境方法的Cronbach alpha可靠性系数标度为.65，环境风险感知的标度为.93，环境行为的标度为.85。这项研究的结果发现，教师候选人的以环境为中心的教学方法平均得分（M = 4.21）高于以人为中心的教学方法的平均得分（M = 3.35）。此外，还发现小学教师候选人以人为本的方法，环境风险感知（r = .41; p <0.01）和环境行为（r = .20; p <0.01）之间存在显着的正相关关系。 。
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