The effect of out-of-school learning environments on prospective social studies teachers' awareness and knowledge levels of climate change

Out-of-school learning environments, which have an important place in social studies teaching, are used to convey various contents to the target audience. In addition, out-of-school learning environments can be used to develop knowledge and awareness about certain topics. One of the topics that can be addressed in this context is climate change. The study aimed to investigate the effects of out-of-school learning environments on the knowledge and awareness levels of social studies teacher candidates regarding climate change. A mixed method research was used in the study. In the scope of the research, areas such as the Provincial Directorate of Meteorology (Measurement Station), the Provincial Directorate of Environment, Urbanization and Climate Change, a planetarium, and a library were used as out-of-school learning environments. The study group consisted of social studies teacher candidates. In the study, a semi-structured interview form and an daily form were used as data collection tools in the study, in addition to a climate change knowledge test and awareness scale. T-test and content analysis were used in the analysis of the data obtained within the scope of the research. The results of the research found that activities carried out in out-of-school learning environments had a statistically significant positive effect on the knowledge and awareness levels of social studies teacher candidates regarding climate change. In addition, participants concluded that the use of out-of-school learning environments increased knowledge and awareness of climate change and that these environments could be used to teach certain topics, values, and skills in social studies. Based on the findings of the study, it is recommended that out-of-school learning environments be used in an activity-focused manner to foster knowledge and awareness of climate change.