Comparison of Turkish Science Curricula and British Science Curriculum in Terms of Environmental Education

A common and important problem that threatens all humanity today is environmental problems. A comprehensive effort is indispensable for the permanent solution of environmental problems. Again, in this process, it is important for all countries and societies to work simultaneously and collaboratively. However, perhaps qualified environmental education is a must in this process. In this context, all curricula around the world, especially science curricula, are rapidly being enriched in terms of environmental education. The purpose of this study is to compare Turkish and British science curricula in terms of environmental education. In this context, the science curricula of the two countries at primary and secondary school levels (3rd-8th grades) were compared in the context of environmental education. Turkey's 2018 and 2024 curricula were used in the study. The study generally falls into the document analysis method. In particular, it falls into the category of content analysis. In this research, British and Turkish science curricula were compared in three categories. First, the frequency of use of environmentally related keywords in the curriculum was examined. Secondly, the numbers and contents of environmentally related acquisitions were compared. Finally, it was examined whether there were independent courses on environmental education. As a result, Turkish science curriculum stands out in terms of the frequency of use of environmental concepts. Again, in terms of the number of environmental acquisitions, the 2018 Turkish science curriculum includes more acquisitions. However, in terms of the distribution and content of the acquisitions, the English science curriculum is more harmonious, meaningful and effective. In addition, the Turkish 2024 curriculum mentions the course "environmental education and climate change". However, there is no information about the content of the course. Within the framework of the research findings, it would be beneficial to enrich the Turkish science curriculum in terms of effective acquisitions for environmental education. Finally, it can be suggested that the Turkish science curriculum be enriched in terms of the protection of natural resources.