Opinions of social studies teachers relating to teaching environmental subjects in social studies lessons

Human and the environment are always in interaction with each other. As a result of the artificial environmental activities that people do by using natural resources, unfortunately, the natural environment is often damaged and this damage has a negative impact on people. Increasing environmental problems reduce the quality of life and threaten living life. For this reason, various projects and activities are carried out to minimize the environmental problem. In addition to these, one of the most effective ways is education. Environmental education is given to students within the scope of many lessons. Social studies lesson, unlike other courses, offers a wide range of environmental education by considering the historical and cultural environment as well as the awareness and sensitivity of protecting nature. Social studies lesson deals with the interaction of human and environment from past to present, and in this case, it examines the social and physical dimensions of the concept of environment. From this point of view, the views and activities of the social studies teachers who give environmental education on environmental issues within the scope of the course are very important. In this study, it is aimed to reveal the views of social studies teachers about teaching environmental issues in social studies lessons. The phenomenology model, which is one of the qualitative research methods, was used in the research. The study group of the research consists of 20 (male=10, female=10) social studies teachers working in secondary schools in the city center of Usak. While determining the study group, easily accessible case sampling, which is one of the purposive sampling methods, was used. In the data collection phase of the research, a semi-structured interview form was prepared to be applied to social studies teachers in line with the opinions of 3 academicians who are experts in the field of social studies. Data collected by semi-structured interview form were transferred to Microsoft Office Word file, the data were converted into text and the collected data was subjected to descriptive analysis by applying coding method. In the light of the findings of the research, it was seen that the values that are thought to be gained to students while explaining environmental issues are the values of sensitivity, responsibility, patriotism, solidarity, benevolence, scientificity, respect, love and savings. The skills to be acquired are; map literacy, environmental literacy, space perception, research, location analysis, perception of change and continuity, observation, problem solving, social participation, entrepreneurship, communication, decision making, drawing and interpreting tables, graphs and diagrams, perceiving time and chronology, critical thinking, empathy, using evidence, cooperation and self-control skills. In the problems experienced in the classroom, while the insufficiency of the course hours was mostly observed, it was concluded that the course hours should be increased in line with the suggestions of the participants. While it was concluded that some of the participants participated in non-governmental organizations, it was concluded that all of them gave examples from Usak province in their lessons.