Today, the most effective way to combat global climate change, which is one of the leading human-induced environmental problems, is education. Through education, awareness about climate change can be raised and progress can be made in solving problems with individuals who are climate literate.This study aims to examine the relationship between the critical thinking tendencies and climate literacy of science high school students. The study was conducted using the relational survey model, one of the quantitative research models. The study group consists of 702 students  in the 2023-2024 academic year. A data collection tool consisting of three sections was used in the study. The first section includes the “Personal Information Form”, which includes demographic variables of science high school students, the second section includes the “Critical Thinking Tendency Scale” developed by Yıldırım Döner and Demir (2020), and the third section includes the “Climate Literacy Scale” developed by Görgülü Arı and Aslan (2020). The SPSS 29.0 package program was used in the analysis of the data. In solving the research problems, parametric and nonparametric tests such as independent sample t-test, one-way analysis of variance (ANOVA), Mann Whitney-U test, Kruskal Wallis test were used. Pearson Correlation analysis was performed to determine the relationship between critical thinking tendencies and climate literacy. In the study, it was found that the critical thinking tendencies and climate literacy averages of science high school students were at a high level; It was determined that there was no statistically significant difference in critical thinking dispositions in terms of age, grade level variables; however, there was a statistically significant difference in place of residence and gender variables. On the other hand, it was determined that there was no statistically significant difference in climate literacy of science high school students in terms of age, grade level and place of residence variables; however, there was a statistically significant difference in the gender variable.

Keywords: Critical Thinking, Climate Literacy, Science High School, Student, Educational Sciences