Özet:

The purpose of this study is to find out the opinions of science teachers on sustainable development, education for sustainable development, competencies in education for sustainable development and which competencies teachers should have in education for sustainable development. The case study method was chosen as the design of the research. In the study, 12 science teachers from three different schools were determined as the study group. A semi-structured interview form was used and data were collected in the research. The data were analyzed according to content analysis with an inductive approach. As a result, teachers are associated sustainable development with environment, economy and energy and described it as the protection of nature and the environment. Teachers stated that individuals related to education for sustainable development do not have enough information about the subject and individuals should be trained. Science teachers stated that attitude and knowledge learning area is more important than other learning areas. As a result of the research, it was also determined that the teachers emphasized more than "explaining values" and "acting for decision making, participation and change", which are among the competencies of sustainable development, but did not put any emphasis on "critical thinking" and "seeing the future/alternative scenarios". Among the qualifications that teachers should have are being equipped about sustainable development and having environmental awareness, making the acquired knowledge a way of life and producing projects.

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