Abstract:

The objective of this research is to analyze the course of Environmental Studies, which is taught at the level of Primary School 1, 2, 3 and 4 in Greece in terms of content, learning-learning process, measurement and evaluation process and to be compared to the course of Life Knowledge taught at the level of Primary School 1, 2 and 3 in Turkey. The research has been carried out with the research patterns. The data collection is used for document examination. The study group is formed by the 2016 Greece Primary School Environmental Studies (1-4. class) and the 2018 Turkish Primary School Life Knowledge curriculum. According to the findings of the research, the Environmental Studies course has a thematic teaching concept, where the student acquires information about life, where the knowledge, skills, values and attitudes necessary for a better life are trying to be obtained, a cross-disciplinary course that gives more space to natural sciences. The Environmental Studies course, where a student-centered educational approach is followed, has achieved the findings that the teaching methods of "Research and Discovery, Dramatization, Collaborative Learning, Workshop Studies and Non-School Learning Environments" are used in the process, with a flexible and multiple assessment system. As a result, the Environmental Studies curriculum has a wider range of Life Knowledge curriculum than the Life Knowledge curriculum, and it has been found that the student met with interdisciplinary understanding such as Life Knowledge, social information (sociology, anthropology, political, economic), science (physics, chemistry, biology).