Today’s world has a vital scientific and environmental problem: climate change (Solomon et al. 2007). According to Intergovernmental Panel on Climate Change (IPCC, 2007), changes in climate are now observable.  The average temperature on Earth has already increased by 1⁰C since the beginning of the industrial revolution, and it is expected to warm up to 5⁰C by the end of this century unless some measures are taken for climate change mitigation. Global warming over the past fifty years is largely due to human activities (IPCC, 2007).
Schools have a vital role in improving students’ understanding and responsibility in relation to climate change mitigation, and helping them develop actions to deal with this problem.  Teaching about global warming is vital for developing students’ awareness in climate change, and climate change education is essential to increase public’s awareness (Hallar et al., 2011). For this purpose, many countries have inserted topics related to climate change in formal curriculum.  However, research has shown that formal curriculum has some weaknesses in developing students’ skills and attitudes. For example, Cakci and Oguz (2010) found out that students do not develop ideas on taking action to protect their environment despite their improved environmental knowledge.  Similarly, Erdoğan et al. (2009) stated that formal curriculum lack emphasis on attitude and behavioral dimensions of environmental education.  Other studies also showed that students have misconceptions and lack of action on climate change (Bahar, 2000; Ekici, 2005; Gowda et al., 1997; Liarakou et al. 2011), and therefore, there is a need for developing a specific curriculum on climate change issues (Fortner, 2001; Gökçe & Kaya, 2009).
The weaknesses of formal curriculum in students’ actions toward climate change mitigation direct our attention to other sources and activities.  Extra-curricular activities could be one potential source of improving students’ understanding and skills.  It has been shown that extracurricular activities have been effective in raising students’ awareness and actions in citizenship education (Keser, Akar & Yildirim, 2011).  Could extracurricular activities be used to enhance students’ understanding and behaviors in relation to climate change as well?  The literature is rich in relation to perceptions of students, pre-service teachers, and teachers about climate change issues; but is poor in relation to the potential impact of extracurricular activities on students to raise their awareness, and cause in action on climate change mitigation. Therefore, this study aims to investigate the contribution of extracurricular activities on students’ understanding, attitudes and behaviors in relation to climate change mitigation. Specific research questions are the following:
•    What are students’ and teachers’ perceptions toward curricular and extra-curricular activities regarding climate change?
•    What kind of learning process takes place when extra-curricular activities on climate change are carried out?
•    What impact do extra-curricular activities have on students’ knowledge, behaviors, and attitudes regarding climate change?

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