In their daily life, people face or observe different scientific phenomena such as biodiversity, effects of global warming such as droughts, floods, and disasters such as earthquake, tsunami etc. Many of these scientific concepts and phenomena are being observed extensively by scientists. For example, in order to observe migration of birds, seasonal temperature trends, or plants seasonal behavior, scientists need to carry out extensive observation at outside environment.  Although many scientific concepts and phenomena can happen in outdoor environment, science curricula in schools generally focus indoor learning (Glackin, 2013, 2016).  According to Fägerstam (2014), this approach to science teaching creates paradox and effect efficiency and quality of the understanding and learning positively. Actually, variations of the learning environment have potential to crate the chances and opportunities for contextualization of some scientific concepts (Braund & Reiss, 2006). These firsthand experiences are generally helpful in developing positive attitudes and awareness about environment and take action to solve environmental problems (Lundegård & Wickman 2007). Crompton (2010) research showed that personal values, belief, and attitudes constitute basic motivation for environmental issues. For these reasons, nature action associated with the environmental belief and attitudes and affect directly personal action (Vries et al. 2003). Therefore, application   of the environmental education can affect personal values of the people and construct the better   awareness. The assumption is that the more that is known about students’ interests, enthusiasm, dislikes, beliefs, and attitudes, the more feasible it will be to develop science curricula or programs of environmental education that will engage their attention and that empower otherwise silent voices in the many debates surrounding environmental issues and concerns (Gough, 1999). Chen and Cowie (2013) argue that students belief, attitudes, knowledge, awareness improved positively about nature and they more willing about the nature after the environmental education.  According to Kossack (2012) , environmental education  increase the connection between education environment and learning especially in the nature. These increase the interest and support and ease the understanding and memorization   of person. These effects can help the solution of the environmental issues and help to reach wide and well know of environmental issues. . Therefore, this research investigates Pre-service Science Teachers’ Attitudes About Environment   and answer question about what is the effect of environmental challenges on the Pre-service Science Teachers’ Attitudes About Environment?  in order to Can environmental learning characteristics, contribute   solution for the environmental issues?

Preservice science teacher in University in Ankara in Turkey was selected. Approximately 100 science pre services teacher exist in between grade 2 to 4. 23 preservice science teachers responded the questionary. Preservice science teachers take environmental education related course in the University intensively. Environmental education is taken important part of the Science Education Program in this university. All responses were collected voluntarily. Also, consent form was got it signed. Descriptive survey study was used. In this type research, researcher collect data to describe to characteristic of sample. In this study, purpose of researcher determined attitudes of preservice science teacher about the environmental challenges. Instrument used in this study was “Me and the environmental challenges” developed by Jenkins and Pell (2006). This instrument was modified by adding 2 statements from Çakır’s (2017) study. These two items were used to measure energy consumption behavior. The instrument used four-point Likert-types scale and included 20 statements. The instrument had 4 main dimensions(Schreiner & Sjø ́ berg,2004). These were alienation, powerlessness, meaninglessness and normlessness of nature, naturalistic view and personal goals about nature, nature is unique, and energy consumption behavior. “Me and the environmental challenges” Scale tested by the Rose project within reliability, validity, and credibility, and the limitations of a Likert-type scale (Jenkins & Pell, 2006). Data was collected via a Google Form. Participants gave their responses in online environment. Data were analyzed by SPSS by using Descriptive statistics. According to the Analysis, pre- services teacher answers distribution was determined.

The Study descriptive statistics represent of the agree and disagree responses of the 4 dimensions. In the dimension 1(alienation,…….,normlessness of nature), all pre services teachers gave disagree for Item 1(Threats to the environment are not my business). However, they gave low agree responses Item 6 (I can personally influence what happens with the environment). These indicated that they are aware of the environmental issues but they do not think that they can affect the environmental issues personally. In the Dimension 2 (naturalistic view), while pre services teachers gave agree response for Item 15(Animals should have the same right to life as people), they gave low agree response for Item 17(Nearly all human activity is damaging for the environment) .This indicated that pre services teachers have view of cause effect relationship. Also, pre services teacher show same responses for the Dimension 3(nature is unique) , Item 16(It is right to use animals in medical experiments if this can save human lives). In the dimension 4(energy consumption behavior), pre services teachers disagree to responses Item 19(While energy raw materials are consumed rapidly, I do not believe that my individual energy savings will improve the environment.) and Item 20 (I don't know how to help the environment by saving energy.) This support dimension 2 responses and indicated cause -effect relationship again. According to Mainieriv et. al. (1995), personal values and attitudes determine basic motivation to about environment and show positive correlation between the environmental behaviors. . Tibbs (2011) argue that strong attitudes encourage the environmental behaviors and increase positive outcome over the time. This study indicated that pre services teachers have positive motivation about environment, but they do not know how can be affect the environmental issues personally. Therefore, study can be evidence to importance of environmental awareness and advertising the environmental action.

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