Abstract:

The purpose of this research was to examine if there is a significant difference in terms of environmental behaviours of science teacher candidates, by taking into consideration independent variables, such as sexuality, social class, familial income and educational status, environmental education follow-up styles and attending environmental education courses during their undergraduate education. The quantitative research method was used in this study. The working group of this study; in the 2018-2019 academic year, 250 science teacher candidates are 1st, 2nd, 3rd and 4th grade students at Akdeniz University. The data of the study were concentrated employing the “Environmental Problems Behavior Scale”, which was developed by Güven and Aydoğdu in (2012). Descriptive statistics were used for the scale data, while t-test and ANOVA were used for independent groups. As a result of the study; it was found that the female teachers had more sensitivity in the behaviours of the study group concerning environmental problems than the male teacher candidates, the candidates who took environmental education course in the license showed more positive behaviour than the teacher candidates who did not take this course. It was concluded that variables of grade level, educational status, education status of the mother and father, follow-up status related to environmental education, were not effective upon their behaviours.

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