Bu araştırmanın amacı, tamamen öğrencinin aktif olduğu farklı bir yaklaşımla yürütülen çevre dersiyle, öğretmen adaylarına etkin bir çevre eğitimi vermektir. Özel durum yaklaşımıyla yürütülen çalışmada, çevre eğitimi dersi biyoloji öğretmenliği bölümünde tamamen öğrencilerin yaratıcı becerileri ile hazırladığı bir yaklaşımla; sınıf öğretmenliği bölümünde ise klasik düz anlatım yöntemi ile yürütülmüştür. Dönem sonunda öğrencilere hava kirliliği konusu kapsamında öğretilen asit yağmurları, sera etkisi, ozon tabakası, koruyucu filtre kavramlarına yönelik sorular yöneltilmiş ve dersin işlenişi hakkındaki görüşlerini belirtmeleri istenmiştir. Öğrencilerin ders ile ilgili görüşleri, nitel ve nicel olarak deThe main purpose of this study is to enable the trainee teachers to acquire an effective ecology instruction, using a different approach in which they are entirely active learners. The case study was carried out with 23 biology and 29 primary student teachers. While the primary student teachers were taught with traditional didactic method, the biology student teachers prepared the whole lesson using their creative skills about ecology. At the end of the semester, they were tested for the acid rains, greenhouse effect, ozone-layer and protective filter concepts which were included in the topic of air pollution and thus they were asked to write down their views about the methodology of ecology lessons. Students\' views were processed by using qualitative and quantitative analyses. It is showed that the student centered approach is effective for students\' meaningful concept learÇevre eğitimi, yüksek öğretim öğrencileri, aktif öğrenmeEcology instruction, trainee teachers, active student approach Tam Metin

The main purpose of this study is to enable the trainee teachers to acquire an effective ecology instruction, using a different approach in which they are entirely active learners. The case study was carried out with 23 biology and 29 primary student teachers. While the primary student teachers were taught with traditional didactic method, the biology student teachers prepared the whole lesson using their creative skills about ecology. At the end of the semester, they were tested for the acid rains, greenhouse effect, ozone-layer and protective filter concepts which were included in the topic of air pollution and thus they were asked to write down their views about the methodology of ecology lessons. Students\' views were processed by using qualitative and quantitative analyses. It is showed that the student centered approach is effective for students\' meaningful concept learÇevre eğitimi, yüksek öğretim öğrencileri, aktif öğrenmeEcology instruction, trainee teachers, active student approach Tam Metin