The aim of this research is to examine the 9th-12th grade biology textbooks that started to be used in secondary education in 2018 according to the dimensions of environmental literacy. The research was designed by document analysis method. In the research, 9th, 10th, 11th and 12th grade biology course curricula prepared by the Ministry of National Education, Board of Education in 2018 were used. The data were analysed by content analysis in 4 steps. When environmental education topics were examined in the secondary biology programme, it was seen that environmental topics were included in seven units of twelve units. When the attainment in the programme were examined, thirty-two of the ninety-one attainments in the 2018 programme were related to the environment. It seems that most of the gains are related to the cognitive domain. Among the five dimensions of environmental literacy, the knowledge dimension was included the most. Apart from the knowledge dimension, there are gains in the attitude and skill dimensions. In the knowledge dimension, ecology information was included the most. Ecological knowledge is followed by environmental problems and socio-economic-political knowledge. Among the other dimensions, affective and skill dimensions were included, but no attainment were found in the behavioral dimension.


Biology curriculum, environmental literacy