The effect of materials developed in the scope of environmental literacy on environmental literacy and epistemologi̇cal beliefs

The aim of this research is to study impact of materials and activities developed within the scope of science teacher candidates' environmental science lesson on their environmental literacy levels and epistemological bliefs. Quasi-experimantal design was used in this study. This study was carried out with 40 out of 57 third grade students who study at Adıyaman University, Faculty of Education and take the course of Environmental Science in 2017-2018 Educational Year by prestest and postest design. Qualitative analyses were made by grouping ten heterogenous people and asking semi structured open ended questions.With a view to identify students' environment literacy level "Environmental Literacy Questionnaire" and "Epistemological Belief Scale" composing four parts, personal knowledge form, environmental science achievement test, affective tendency scale to environmental, responsible behaviour scale to environmental and general epistemological belief scale were used. Analysis of data were made by SPSS-21. A significant difference was identified in environmental information that has lower dimensions in gaining environmental literacy, affection, behaviour and cognitive skills to environmental. An important difference was also identified in epistemological beliefs.