The Place of Ecological Literacy in High School Biology Curriculum

Abstract

For a sustainable future, it is crucial to cultivate individuals with ecological literacy skills. As in every field, the process that begins within the family to increase the number of ecologically literate individuals must be supported and sustained through education in schools. Consequently, curricula and courses should be structured to promote ecological literacy. This study examines the presence of ecological literacy in the high school biology curriculum using the document analysis method. The research findings indicate that topics and learning outcomes related to ecological literacy are limited in the overall program and are not included at all grade levels. Moreover, it has been determined that the outcomes related to the ethical, emotional, and behavioral dimensions of ecological literacy are insufficient. Recommendations have been made to ensure that the curriculum is structured to support ecological literacy.