In order for a country to develop, individuals in the country are expected to have some characteristics. At the top of these characteristics, to be able to think critically, have the ability to make judgments in the situations they face and have their own criteria and make decisions based on these criteria, have the skills of questioning and comparison can be listed. It is thought that it would be beneficial to teach socio-scientific subjects in schools in gaining the mentioned characteristics to individuals. Socio-scientific subjects have been included in science courses taught in schools in order to gain these characteristics expected from students, by covering them within the learning outcomes of the the Ministry of National Education (MEB, 2013; 2018). In this research, it has been investigated how the environmental literacy levels of students will change in the 7th grade in which science courses based on socio-scientific subjects are studied. . In this research, “pre-test-post-test, quasi-experimental design with control group'' has been used as quantitative research methods. While gathering data, Scientific literacy scale (Keskin,2008) and environmental literacy scale (Yavuz, Balkan Kıyıcı, Atabek Yiğit; 2014) have been applied both to the study group and the control group. In the study group, the lessons have been covered with socio-scientific subject texts and related activities. Nine texts including socio-scientific issues (nuclear power plant, plastic bags, recycling, chemical industry, solar power plant, seaport, palm oil, hydroelectric-thermal power plant, space pollution) have been applied to the study group. In the control group, lessons have been taught according to the MEB syllabus. For data analysis paired sample t test and independent sample t test were used. In this study, it was determined that there was a significant difference between the pre-test and post-test scores of the experimental group students and the control group students in terms of environmental literacy scores when the study group students who have been given Scienceeducation based on socio-scientific subjects and the control group who have been taught according to the MEB syllabus are evaluated together. In addition, statistically significant differences have been found between pretest and posttest scores of study group and the control group in which environmental attitude scores have been assessed. In both groups, differences were in favor of the posttest. In terms of environmental behavior, differences in both groups were in favor of the posttest. Moreover when the environmental literacy levels of the students were evaluated in terms of gender, there was no statistically significant difference between the pre-test and post-test scores of the female and male students in the study group and the pre-test and post-test scores of the male and female students in the control group. As a result of the study, it was determined that there has been a positive effect on environmental literacy levels of the study group students who have been applied science education based on socio-scientific subjects and it is suggested to include these applications in the curriculum.