Akademik Veri Yönetim Sistemi
Ases Uluslararası Bilimsel Çalışmalar Kongresi, Ankara, Türkiye, 8 - 10 Mayıs 2026, (Özet Bildiri)
Climate
change has become a global crisis with environmental, economic, and social
dimensions. It has evolved into an interdisciplinary field of education that
requires individuals to acquire knowledge and awareness from an early age. In
planning climate change education at the middle school level, there is a need
for a pool of learning outcomes that reflects both international standards and
the pedagogical framework of the national curriculum, with a balanced
distribution across cognitive levels. This study aims to develop a learning
outcome pool for middle school climate change education based on international
sources, align it with the national curriculum's learning outcomes, and obtain
a final list of learning outcomes through expert opinion. The process was
structured in six stages: reviewing international curricula, developing the
learning outcome pool, aligning the outcomes with the learning outcomes of the
Ministry of National Education (MoNE), collecting expert opinions, analyzing
expert evaluations, and obtaining the final list of learning outcomes. In the
first stage, the curricula of Australia, Canada (British Columbia), the United
States, and the United Kingdom, as well as the climate education standards of
UNESCO and the United Nations, were systematically examined. The 149 learning
outcomes obtained from this review were classified according to Bloom's
taxonomy. Subsequently, each learning outcome was aligned with the relevant
learning outcomes in the MoNE curriculum and presented to an evaluation group
consisting of 12 experts, including four academics in the field of science
education and eight science teachers with graduate-level education. The experts
evaluated the learning outcomes as accepted, rejected, or requiring revision
based on the criteria of clarity of expression, alignment with MoNE learning
outcomes, and suitability for the middle school level. As a result of the
evaluation, 21 of the 149 learning outcomes reached an expert consensus rate of
90% or higher. Of these learning outcomes, 15 were at the
"Understanding" level, four at the "Analyzing" level, and
two at the "Remembering" level. The final list of learning outcomes
was organized into six thematic frameworks: climate and weather concepts;
fossil fuels and the greenhouse effect; the physical impacts of climate change;
biodiversity and ecosystems; carbon footprint; and climate action. In this way,
the list was transformed into a structure that can be directly transferred into
content design. The findings present a content framework for middle school
climate change education that is not only aligned with international standards
but also compatible with the pedagogical framework of the national curriculum
and has been validated by expert opinion. This framework provides a practical
reference for instructional designers, content developers, and education
policymakers. It also offers a concrete roadmap for enriching climate change
education through inquiry-based, technology-supported learning environments
that prioritize higher-order cognitive skills.