Elementary Education Online, 13(2), 345-361, 2014. İlköğretiŵ OŶliŶe, 13(2), 345-361, 2014. [Online]: http://ilkogretim-online.org.tr Social Studies Pre-Service Teachers' Social Participation in Solutions to Environmental Problems 1 Kadir KARATEKİN 2 Zafer KUŞ 3 Zihni MEREY 4 ABSTRACT: The purpose of this study is to reveal the factors that influence Social Studies Pre-service Teachers' participation to the solution of environmental problems. This study utilized semi-structured interviews as a qualitative research method. The sample group of this study consisted of 12 pre-service teachers who attended the department of Social Studies Education of the Faculty of Education at Kastamonu University during 2010-2011 academic-year. As a result of this study, it has been concluded that Social Studies Pre-service Teachers' participation to the solution of environmental problems was too low. This low level of participation might be caused by teachers' low level of attention to the environment, knowledge, sensitivity and awareness, not having the cognitive skills that needed for social participation, insufficient social participation opportunities and needs of prospective teachers and needs of student teachers' referral and lack of incentive on the subject. Key Words: Social Studies, Pre-service Teachers, Environmental Problems, Participation, Social Participation, SUMMARY Purpose and significance: Solving environmental problems requires individuals with advanced participation skills. When educating these individuals, social studies in which individuals are taught social participation skills, one of the special skills, and pre-service teachers of social studies are particularly important. The purpose of this study is to put forward the factors that are effective on social participation of social studies pre-service teachers towards solution of environmental problems. Methods: This study employed purposive sampling method. Sample of the study included a total of 12 pre-service teachers, 6 males and 6 females, who attended the freshmen, sophomore, junior and senior classes at the department of Social Studies Education, Kastamonu University. The design is case study, a qualitative method. The data collection technique of the study was in-depth interview, whereas semi-structured interview was used as the data collection tool. Descriptive analysis was employed for analyzing the collected qualitative data. Results / Findings: Findings of the study indicated the following: pre-service teachers have low level interest, information, and awareness towards environmental problems; they never research on local and global environmental problems; they do not have participation behaviors, such as, being listened to and expressing opinion; they do not talk about environmental problems with family members and school friends; they do not apply to related institutions, local or national papers and politicians for solution to an environmental problem in their towns; they are not members of and do not take part in activities of any environmental non-governmental organization. Discussion and Conclusions: Awareness, sensitivity, interest towards, and knowledge of environmental problems, and cognitive skills are among the main factors that are effective on social participation of social studies pre-service teachers towards solution of environmental problems. Apart from these, negatively effective on pre-service teachers’ social participation are their thoughts that their own individual efforts will not be contributing to solutions to environmental problems and that environmental problems should directly affect themselves. Many pre-service teachers stated the need to be directed and prompted to perform social participation. Other reasons why pre-service teachers have lower social participation may be: having no environmental consciousness, considering themselves inadequate in this matter, fear and shyness, expecting others to participate instead, and having too few activities around that would require social participation. 1 An abstract of this research has been presented at the Fourth International Congress of Educational Research 2 Dr. Kastamonu University, kadirkaratekin@gmail.com 3 Dr. Kastamonu University, zaferkus@gmail.com 4 Dr. Yüzüncü Yıl University, zihnimerey@hotmail.com