Determining the sustainable environment attitude of secondary school students and science teachers and the learning level of students with regard to environmental issues

The aim of this study is to determine the attitudes of secondary school students and science teachers towards sustainable environment within the scope of science. It is also aimed to determine the level of knowledge of secondary school students about ecosystem, biological variety, and environmental problems. For this purpose, scanning method, which is the quantitative research methods, was used in the research. The research was conducted on eighth grade students who were educated in the 2018-2019 academic year in Etimesgut, Ankara, and Science teachers who were working at the same place in the same year. Cluster sampling method which is a probabilistic sampling methods was used to determine the study groups. The data of the research were collected using two different measurement tools, namely the "sustainable attitude scale" and the " EBÇT " achievement test. The obtained data were analyzed by using SPSS and Excel programs, and the findings were interpreted considering the research problems. According to the obtained results, Science course grades of students showed a positive correlation between Ecosystem, Biodiversity, Environmental Problems, EBÇT; Knowledge, Understanding, Application, Analysis level scores; and Behavior, Thought, Perception, and SÇTÖ scores. Also, it has been found that the scores of EBÇT, SÇTÖ, Ecosystem, Biological Diversity, Environmental Problems, Thought, Perception, Knowledge, Understanding, Application level scores are significant predictors of grades of Science course. Ecosystem, Biodiversity and EBÇT scores of the students differ positively in girls, while Environmental Problems scores differ positively in boys. While Knowledge, Comprehension and Practice level scores were found to be more meaningful in female students, Analysis level scores were found more meaningful in male students. Behavior, Thought, Perception and SÇTÖ scores showed a significant difference in favor of female students. In the sub-problem results evaluated according to Bloom's mastery learning theory, it has been observed that female students are successful in learning ecosystem and biodiversity issues. However, it was observed that female students failed in learning about environmental problems and EBÇT. It was observed that male students failed in learning about ecosystem, biological diversity, environmental problems EBÇT. It was observed that female students could easily solve Knowledge and Comprehension level questions, but could not solve application and analysis level questions. Also, it was observed that male students were successful in solving Knowledge level questions, although failed in solving the questions at the level of Comprehension, Application and Analysis. When the Behavior, Thought, Perception and SÇTÖ scores of female and male students were examined, it was found that each type of score was at a positive level. It was concluded that Science teachers' Behavior, Thought, Perception and SÇTÖ scores did not differ significantly according to their gender, yet they had positive levels in each type of score. The research was completed by submitting suggestions under two headings as for teachers and researchers. The research was completed with suggestions for teachers and researchers.