Abstract:

This study aims to study and compare the environmental achievements included in the Brazilian Science Course and the Turkish Science Course curriculum and the Life Knowledge Course curriculum. In the study, the document examination methods of quality research were used. The Life Knowledge and Science Course Curriculum for Turkey, the Brazilian Science Course Curriculum for Brazil, is documented and studied. The environmental achievements included in the programs have been studied according to the relevant learning area, the objectives of the Tbilisi Communication and the current environmental problems or the future. In the analysis of the data, the visual analysis process was carried out. According to the study, the Brazilian science program has given more place to environmental achievements compared to Turkey. The Brazilian science program shows that the number of achievements to prevent problems in the future is more than the number of achievements to prevent problems in the future. In terms of reflecting the purposes of the Tbilisi Declaration, it has been found that in both countries the advances in the level of knowledge are majority, and the advances in the level of consciousness are very few in the programmes of both countries. In Brazil there is no win at the level of attitude, but there is a win in Turkey. The achievements at the level of skills are given more place in the programs in Turkey, while the achievements at this level in Brazil appear to be very little. The number of participants in the participation level is more likely in Brazil than in Turkey. It also shows that much of the environmental benefits in the program of both countries are related to the cognitive field.

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