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In this research, determination of primary school, social studies and mathematics candidate teachers' awareness and susceptibility levels about environmental problems, solution suggestions about these problems, activities used in environmental education and views about environmental education were targeted. Sample of this research comprised of 449 candidate teachers from Nizip Education Faculty (Gaziantep University) and Education Faculty of Çukurova University. Research carried out in Fall Semester of 2015-2016 Education year. The data collection tool was a questionnaire done by candidate teachers. In the data analysis, number, percentage, average and standard deviation as descriptive statistical methods were used. One way ANOVA test was used in comparison of quantitative continuity data between more than two independent samples. Scheffe test was used as subsidiary post-hoc analysis for determining differences after ANOVA test. Pearson correlation analysis was practiced between continuous variables of research. Analysis results showed that "social susceptibility" and "general susceptibility" level of the participants was high whereas "academic susceptibility" level of the participants was very high. Environmental education, which is the biggest factor in awakening environmental awareness, must be extended to all the masses. One way to make this happen is to put weight on environmental education in the formal education programs.

<p>An Indian proverb says that “the man’s heart toughen as he drifts apart from nature”. Living in harmony with nature is only possible by abandoning of mankind from its idea of dominance on nature. Deep ecology refuses the superiority of human against nature with a radical attitude within ecological philosophy, and it wants the individuals and societies to respect the nature by specially valuing it. One of the main research subjects of the philosophy of science is the relation in between human and nature. The opinions regarding whether the human is a creature who is superior than nature, or whether it is an integral part of it are important in the formation of environmental values and attitudes. And in this study, the relation of individual and nature is being addressed, and it has been tried to examine whether the teacher candidates have an anthropocentric or ecocentric perspective. This study has been performed in order to determine whether teacher candidates adopt the anthropocentric paradigm or the ecocentric paradigm in their perspective against environmental problems. The research has been prepared by using quantitative research techniques by the participation of 426 teacher candidates. Five point likert type New Environmental Paradigm Scale consisting of 15 items has been used as data collection tool. The data obtained in the research has been analyzed by using the SPSS (Statistical Package for Social Sciences) for Windows 22.0 program. According to the data obtained in the research, it has been observed that the genders of the teacher candidates have no effect on their anthropocentric or ecocentric approach to environmental issues. Moreover, the averages of the students were higher in questions measuring the ecocentric approach within the New Environmental Paradigm Scale. The interest and protective style of the family has positive results on the teacher candidates in respect of anthropocentric approach. Nevertheless it has no effect when the ecocentric approach is in subject.</p>

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Form of inquiry should be based on cognitive approach, student-centered, question and inquiry-based, free of memorization and focused on high-level cognitive skills (critical-creative thinking and problem-solving) rather than conventional teacher-centered teaching and learning based on memorization and behavioral approach. The life quality of human beings will be increased with thought sharing and discussion and this increase is achieved by means of an adequate development of mental faculties such as critical and creative thinking, raising metacognitive awareness and problem solving. The purpose of this study is to assess the perceptions of prospective teachers related to the correlation between metacognitive awareness and participation in discussion. There is no significant correlation found between grade level and departmental differences, gender and general academic scores, participation in discussion and metacognitive awareness scores of university students participated in this study. However, there was a positive correlation between number of books read and participation in discussion. Moreover, there was a moderately significant positive correlation between participation to discussions and metacognitive awareness.