AN ANALYSIS OF TURKISH MIDDLE SCHOOL SCIENCE EDUCATION PROGRAM PLACING CLIMATE CHANGE ISSUES IN THE CONTEXT OF EDUCATION FOR SUSTAINABLE DEVELOPMENT

Abstract

Children, who are likely to suffer adverse consequences of climate change, are expected to find out alternative strategies to struggle the mitigation and adaptation of climate change. Thus, education for sustainable development has been pointed out as an essential element of the global reaction to climate change permitting individuals gain with the necessary understandings, attitudes, values, and skills to combat climate change. Current Turkish middle school science education program have the vision which embraces the notion of sustainable development. In the current study, the concepts of greenhouse effect, global warming and climate change were examined within this program and textbooks by means of how these concepts may contribute to develop an understanding of sustainable development. From the grade level 5 to 8, several chapters related to the concepts of global warming and climate change were given in the textbooks. The scientific backgrounds of these concepts were elaborated compared to previous curricula. However, although UNESCO emphasized that every nation may choose their local needs as a context for education for sustainable development; the textbooks did not address any local climate change issue. Besides, no special emphasis was made on the interactions between these concepts and sustainable development. The objectives and content may be revised to emphasize the role of sustainable development within these concepts. Moreover, some local issues may be integrated into curricula so that children develop a sound understanding on climate change and sustainable development.

Keywords

• Education for Sustainability,Climate Change,Curriculum,Middle School

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