İlköğretim Programlarının Sürdürülebilir Kalkınma Hedefleri Açısından, Çevre Eğitimi ve İklim Değişikliği Boyutunda İncelenmesi

Abstract

The study will analyze 2018-2019 primary education programs in terms of climate change and sustainable environmental education and will try to reveal how well they meet UNDP 2030 sustainable development objectives. Document analysis method was used in the study. Data have been subjected to content analysis. When compulsory courses to be taught to the students were examined, a course called sustainable environmental education was not found. However, it is determined that courses related to climate change and sustainable environment education take place in special objectives, skills, values and achievements in different units and learning areas in Life Science, Science and Social Studies courses. When student achievements in life science course were examined, it was determined that acquisition content about sustainable environmental education was 18,87% at the first grade level, 22,0% at the second grade level and 20,0% at the third grade level, the rate of this content in Science courses was 41,67% in the 3rd grade, 32,61% in the 4th grades, 22,22% in the 5th grade, 8,47% for 6th grades, 11,94% for 7th grades and 32,79%for 8th grades, when relevant acquisitions for Social Sciences class were analyzed, rate was 24,24% for 4th grades, 18,18% for 5th grades, 8,82% for 6th grades, 6,45% for 7th grades. When 2018-2019 curriculum is examined in terms of UNDP's 2030 sustainable development objectives; it has been determined that some of the achievements of Life Sciences, Science, Social Studies, History of Turkish Revolution and Kemalism courses are compatible with some sustainable development objectives.