Abstract:

In this study, it is aimed to examine the topics in social studies textbooks in terms of environmental literacy. In the research designed according to the document examination frequently used from qualitative research designs, social studies textbooks were determined as data sources and subjected to content analysis. As a result of the research, it was determined that twelve achievements at the fourth-grade level, eleven at the fifth-grade level, ten at the sixth-grade level and six at the seventh-grade level were related to environmental literacy within the framework of the social studies curriculum, and it was determined that one topic was included in the social studies textbooks for each achievement. However, it has been observed that it focuses only on the environment and environmental problems on seven topics titled "What is around us?", “Technology from past to present", "Let's use it without harm", "Yes to consumption, no to waste", "Disasters and environmental problems", "Unconscious use of resources" and "We will save the world". In addition, it was determined that most subjects related to environmental literacy were at the fourth-grade level and least subject was at the seventh-grade level. However, the environmental literacy issues in social studies textbooks are more oriented towards cognitive skills and there are expressions related to the effective skill area. However, in general, it can be said that textbooks reinforcing environmental literacy with visuals and various activities are not capable of activating the psychomotor skills of the students.

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