Partnership views on secondary school environmental education and analyze of environmental curriculum

The purpose of this study is to determine partnership views on secondary school environmental education and to examine secondary school environmental education programs based on these views. The study employed a case study design, a qualitative research method. The study group consisted of 10 secondary school students, 6 parents, 2 members of non-governmental organizations, 3 science teachers, and 4 academics, selected through convenience sampling. Semi-structured interviews were used to identify partnership views, and document analysis was used during the program review process. A semi-structured interview form and checklist developed by the researcher were used for data collection. Descriptive analysis was used in the data analysis process. The study revealed that participants' environmental perceptions were comprised of elements related to the physical environment. However, they expressed concerns about environmental problems related to the present and future of the environment. Participants generally expressed the opinion that current environmental education is inadequate. They emphasized that ideal environmental education should have characteristics such as starting at an early age, being compulsory, involving continuity, based on practical and natural experience, and focusing on process evaluation. An examination of the programs based on these findings revealed some shortcomings. The fact that the Environmental Education and Climate Change course is offered only once in middle schools and is an elective course presents a lack of continuity and necessity. Furthermore, the fact that the outcomes in the Science Curriculum (2018) are primarily at the informational level indicates that the behavioral and affective dimensions of environmental education are being overlooked. Furthermore, it has been determined that the outcomes are inadequate in terms of application and compatibility with out-of-school activities. It is noteworthy that the Science Curriculum (2024) shows an increase in the behavioral dimension of learning outcomes. It is also considered important that the 2024 program evaluates Environmental Education within the Sustainability dimension and includes a supporting dimension for out-of-school educational activities in the 7th unit each year. The study suggests that environmental education be offered consistently and compulsorily at all levels of secondary school. Furthermore, it is recommended that learning content that allows for out-of-school activities, nature experiences, and understanding our place in nature be included. It is also recommended that the program address learning outcomes that focus on environmental issues and may lead to ecophobia in students.