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The purpose of this study was to analyze the extent to which education objectives in science education curriculum in Turkish and Macedonian schools addressed to the environmental literacy (EL), and how this attention differed from Turkey to Macedonia. The objectives / attainments taking place in science education curriculum in both countries were subjected to comparative content analysis. Content analysis of these objectives reveals that all components of environmental literacy did not get same attention. For example in both countries most attention was given to knowledge, less to skills and attitudes, and little to environmentally responsible behavior (ERB)
Srbinovski et al. (Fri,) studied this question.