摘要：Environmental sustainability is the process of making sure current processes of interaction with the environment are pursued with the idea of keeping the environment as pristine as naturally possible based on idealseeking behavior. Environmental education develops skills, knowledge and values that promote behaviour in support of a sustainable environment. In this context, it is anticipated that determination of how students and teachers at different age levels perceive the environment will reveal beneficial consequences in terms of environmental education besides the determination of knowledge, belief and values in environmental education classes at schools. In this study, statements by prospective primary school teachers such as “I think the word environment means ...” or “I think the term environment means …” were analyzed by using qualitative phenomenographic research methods. Moreover, what kind of relation exists between learning styles of prospective primary school teachers and their perceptions was investigated. In this study six different conceptions of environment were determined at the end of the phenomenographic analysis. Found conceptions of environment from the least sophisticated to the most inclusive and expansive are: “The environment is a place, The environment is a place that contains living things, The environment is a place that contains living things and people, The environment does something for people, People are part of the environment and are responsible for it, and People and the environment are in a mutually sustaining relationship”.
关键词：Environmental Education; Phenomenography; Prospective Primary School Teachers’ Conceptions;Environment; Understanding
