Abstract

Developing environmental education curricula needs integrating many dimensions of learning and behavior. Environmental knowledge does not always lead to environmentally responsible behavior. However environmentally responsible behavior is necessary for active participation of citizens to environmental issues. Although Turkey does not have a specific environmental education curriculum, basic environmental and ecological issues are included mainly within three courses in the elementary curriculum. Despite environmental knowledge being well integrated within the curriculum, it is not sufficient in developing cognitive skills and behavioral intentions. In this paper we present results of an observation study, which was carried out during a seminar at a public elementary school in Ankara. Students’ knowledge on basic ecological principles and environmental issues was adequate, however they did not realize their roles and responsibilities on the environment. Younger children seemed to have more positive attitudes towards the environment and were willing to take action. It is concluded that active learning should be included more often within the curriculum and environmentally responsible behavior should be promoted through environmental education.

Key words: Environmental education, environmental knowledge, environmentally responsible behavior.