International Electronic Journal of Environmental Education Vol.5, Issue 1, 2015, 21-39 RESEARCH ARTICLE ISSN: 2146-0329 *Corresponding Author: Fatma TASKIN-EKICI, E-mail: fekici@pau.edu.tr Exploring Pre Exploring Pre Exploring Pre Exploring Pre-Service Elementary Teachers’ Service Elementary Teachers’ Service Elementary Teachers’ Service Elementary Teachers’ Mental Models of the Environment Mental Models of the Environment Mental Models of the Environment Mental Models of the Environment * Fatma TAS Fatma TAS Fatma TAS Fatma TASKIN KIN KIN KIN-EKICI EKICI EKICI EKICI a Pamukkale University, Denizli, TURKEY Erhan EKICI Erhan EKICI Erhan EKICI Erhan EKICI Pamukkale University, Denizli, TURKEY Hulusi COKADAR Hulusi COKADAR Hulusi COKADAR Hulusi COKADAR Pamukkale University, Denizli, TURKEY Introduction Introduction Introduction Introduction Though the development in science and technology increases the life standards of people, the development reveals a lot of environmental issues. While humans develop science and technology, they cause emergence of new environmental problems. According to this point of view, peoples’ attitudes and behaviors are origin of environmental issues and this is an educational issue. Loughland, Reid and Petocz (2002) have stated that environmental education is seen to be an important strategy in achieving environmental improvement. The general purpose of environmental education is to provide individuals with the knowledge and skills necessary to protect and improve the environment for all living things (Moseley, Desjean-Perrotta, & Utley, 2010). Teachers must be aware of that factors that shape their environmental understanding to get through the goals indicated by North American Association for Environmental Education “NAAEE” (2004a). The Guidelines for the Initial Preparation and Professional Development of Environmental Educators of the NAAEE, (2004b) states, The goal of environmental education is to develop a world population that is aware of, and concerned about, the environment and its associated problems, and which has the knowledge, skills, attitudes, motivations, and commitment to work individually and collectively toward solutions of current problems and the prevention of new ones (p. 2). Abstract Abstract Abstract Abstract This study aims to explore pre-service elementary teachers’ understandings of the environment. A survey method was carried out in this study. A close-ended questionnaire and Draw-An-Environment Test (DAET) are administered to pre-service teachers (N=255) after instruction of an Environmental Education course. A rubric (DAET-R) is used for assessing the mental models or images of the environment held by pre- service teachers. Results of this study suggest that the participants’ mental models of the environment are incomplete. Majority of participants’ drawings reflect biotic and abiotic environment. Few drawings include human beings as a part of the environment. The results shows that mean scores do not differ regarding to gender, environmental education background, high school type, parental education level, parental occupation, and monthly family income. Key words: Key words: Key words: Key words: Mental model, environment, education, pre-service teachers, drawing