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Using a qualitative approach, content analysis examined 13 compulsory courses from the 2022–2023 academic year. The analysis applied thematic coding and frequency distribution to 171 ecological keywords grouped into nine themes, including energy, climate, and agriculture. Results show that ecological concepts appear in selected courses, yet integration is uneven because several courses lack references to ecological themes. The study argues for expanding ecological knowledge and strengthening interdisciplinary curriculum links aligned with global sustainability goals.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/growing-green-minds-ecological-awareness-across-disciplines-in-turkeys-middle-school-curriculum-grades-68/589327/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/growing-green-minds-ecological-awareness-across-disciplines-in-turkeys-middle-school-curriculum-grades-68/589327.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main goal of the study on ecological awareness in Turkey’s middle school curriculum?","Question",{"text":112,"@type":113},"The study examines the extent to which ecological awareness is integrated across Grades 6–8 curricula in Turkey, focusing on how consistently ecological themes appear in compulsory courses.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was ecological awareness analyzed in the curriculum?",{"text":117,"@type":113},"A qualitative research design with content analysis was used. Researchers analyzed 13 compulsory courses (2022–2023) using thematic coding and frequency distribution of 171 ecological keywords organized into nine themes.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about curriculum integration of ecological concepts?",{"text":121,"@type":113},"Ecological awareness concepts are present in some courses, but integration across the curriculum is inconsistent, with several courses lacking any reference to ecological themes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589327,1792172079,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","GROWING GREEN MINDS: ECOLOGICAL AWARENESS  \nACROSS DISCIPLINES IN TURKEY’S MIDDLE SCHOOL CURRICULUM (GRADES 6–8)  \nMeltem İPEK ÖNER, Yelkin DIKER COSKUN, İlkay BÜLBÜL  \nAbstract: This study investigates the extent to which ecological awareness is integrated into the middle school curricula (Grades 6–8) in Turkey. Utilizing a qualitative research approach, content analysis was conducted on 13 compulsory courses from the 2022–2023 academic year. The analysis involved thematic coding and frequency distribution of 171 ecological keywords categorized into nine themes, such as energy, climate, and agriculture. The findings reveal that while concepts related to ecological awareness are present in courses like Environmental Education and Climate Change and Natural Sciences, their integration across the curriculum is inconsistent with several courses lacking any reference to ecological themes. The study highlights a critical need to expand ecological knowledge and foster interdisciplinary connections to strengthen the curriculum’s ability to cultivate ecological awareness. These findings have broader implications for curriculum design, emphasizing the importance of aligning educational frameworks with global sustainability goals to prepare future generations for environmental challenges.  \nKeywords: Ecological awareness, ecological literacy, curriculum evaluation, sustainability, middle school education.  \n1. Introduction  \n“The Earth does not belong to us: we belong to the Earth.” This profound statement by Chief Seattle resonates deeply in today's world, where global environmental challenges are escalating at an alarming rate. These issues are no longer confined to ecological degradation but threaten the survival of all living beings and the possibility of a sustainable future. Addressing these challenges requires more than passive acknowledgment; it demands active participation and awareness from individuals. Nature alone cannot solve these crises—it depends on human action (Ingaldi, 2009; Marpa, 2020). Among the foundational concepts for tackling such challenges is ecological awareness, which encompasses understanding the interconnectedness of all life on Earth and embracing our responsibility as stewards of the planet for future generations (Arudanti et al., 2020; Kokkinen, 2013; Riley, 2000) .  \nTo explore ecological awareness, one must first understand the foundational concepts of ecology and environment. Ernst Haeckel, a German zoologist, introduced the term ecology, derived from the Greek word oikos (home), to describe the interaction between organisms and their organic and inorganic surroundings. Ecology thus focuses on the relationships between organisms and their environment, encompassing interactions within and between populations (Smith & Pimm, 2024) . While environment refers broadly to living and non-living elements in an ecosystem, ecology is a more comprehensive concept that examines dynamic interactions in greater depth. Accordingly, ecological awareness extends beyond environmental awareness, reflecting a deeper understanding of biospheric components and their interrelations.  \nEcological awareness represents a broad social consciousness shaped by individuals' thoughts, experiences, and living standards (Kociszewska, 2014; Kokkinen, 2013) . It includes shared knowledge, perspectives, and beliefs about the environment’s role in human life, environmental risks, and conservation efforts, alongside familiarity with environmental management tools and processes (Jaska,  \n2009; Kollmus & Agyeman, 2022) . Key indicators of ecological awareness include attentiveness to environmental issues, proactive information-seeking behaviors, eco-friendly consumption habits, and knowledge of sustainable products (Bronfman et al., 2015) . Cultivating these attributes requires the integration of ecological awareness into education systems, beginning in early childhood and continuing throughout a student’s academic journey. This approach e","cbCaipI4UAIhkPYt","https://ap.wps.com/l/cbCaipI4UAIhkPYt","pdf",462192,16,"English","# Introduction\n## Ecological awareness as a social consciousness\n## Foundations of ecology and environment\n## Indicators and educational integration","[{\"question\":\"What is the main goal of the study on ecological awareness in Turkey’s middle school curriculum?\",\"answer\":\"The study examines the extent to which ecological awareness is integrated across Grades 6–8 curricula in Turkey, focusing on how consistently ecological themes appear in compulsory courses.\"},{\"question\":\"How was ecological awareness analyzed in the curriculum?\",\"answer\":\"A qualitative research design with content analysis was used. Researchers analyzed 13 compulsory courses (2022–2023) using thematic coding and frequency distribution of 171 ecological keywords organized into nine themes.\"},{\"question\":\"What do the findings suggest about curriculum integration of ecological concepts?\",\"answer\":\"Ecological awareness concepts are present in some courses, but integration across the curriculum is inconsistent, with several courses lacking any reference to ecological themes.\"}]","GROWING GREEN MINDS - ECOLOGICAL AWARENESS ACROSS DISCIPLINES IN TURKEY’S MIDDLE SCHOOL CURRICULUM (GRADES 6–8) | PDF",1792066978]