Turkish High School Students' Perceptions of Ozone Layer Depletion

Pekel, Feyzi Osman; Özay, Esra

doi:10.1080/15330150590934598

Cited by 33 publications

(26 citation statements)

References 20 publications

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“…Similar results have also been demonstrated in the studies by Ozturk (2002), Bozkurt and Aydogdu (2004), Pekel and Ozay (2005), Darcin et al (2006), Demirkaya (2008) and Kahraman et al (2008). In this study, a low rate of teacher candidates held the misconception that "global warming is thinning of the ozone layer" a result present in the literature.…”

Section: Discussionsupporting

confidence: 86%

“…The findings from Pekel and Ozay (2005) demonstrated that although the majority of high school students had good knowledge about the ozone layer, they carried some misconceptions concerning the causes and consequences of ozone depletion and they argued that few students had knowledge about the effects of UV radiation. The authors argued that the same students held the opinion that the depletion of the ozone layer would increase global warming and thus floods, heart attacks, extinction of aquatic organisms, changes in water resources would occur.…”

Section: Introductionmentioning

confidence: 99%

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Turkish Primary Science Teacher Candidates’ Understandings of Global Warming and Ozone Layer Depletion

Yalçın

Yalçın²

2017

JETS

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The purpose of the study was to explore Turkish primary science teacher candidates' understanding of global warming and ozone layer depletion. In the study, as the research approach the survey method was used. The sample consisted of one hundred eighty nine third grade science teacher candidates. Data was collected using the tool developed by the researcher. The survey solicited written opinion responses to seven open-ended questions. Teacher candidates' written opinions about global warming and ozone layer depletion were analyzed descriptively. The results of the analysis were presented as percentages and frequency. The findings suggest that prospective teachers' understandings about these issues were limited and they had some significant common, misconceptions. Finally, the findings were discussed in comparison with the previous research with respect to environmental education.

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Section: Discussionsupporting

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Turkish Primary Science Teacher Candidates’ Understandings of Global Warming and Ozone Layer Depletion

Yalçın

Yalçın²

2017

JETS

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“…The fossil fuels combustion produces carbon dioxide. This perception is similar to what was found in the pre-service teachers and students in America (Khalid, 2003;Daniel et al, 2004) science teachers and students in Turkey (Pekel & Ã-zay, 2005;Kılınç, 2008), communities in Norway (Ryghaug et al, 2011) and in Canada (Pruneau et al, 2001). Based on further interviews, this perception arises because the students believe that CO 2 will decompose to become C and O 2 in the atmosphere.…”

Section: Information On Global Warming and Climate Changesupporting

confidence: 83%

The Perceptions of Pre-Service Science Teachers and Science Teachers about Climate Change

Meilinda

Rustaman

Tjasyono

2017

JPII

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The global climate phenomenon in the context of climate change is the impact of both the dynamic complex climate system and human behaviors that affect environmental sustainability. Human is an important component that should be considered in science teaching that is believed to improve human attitudes towards the environmental sustainability. The research aims to investigate the perceptions of pre-service science teachers and science teachers in South Sumatra who teach climate change and global warming. The data were collected from 17 science teachers and 53 pre-service science teachers from April to August 2016. The instruments were 17 modified questions which were developed from Pruneau's framework. There are three linear perceptions regarding climate change. First, greenhouse effect causes global warming and global warming causes climate change. Second, ozone leakage causes global warming and global warming causes acid rain. Third, greenhouse effect causes ozone leakage and ozone leakage causes global warming; then it causes climate change and other climatic phenomena. Both pre-service science teachers and science teachers argue that climate change is caused by global warming. Actually, climate change is not only global warming but also global cooling. Those phenomena occur because of interactions among climate system components. They do not believe that education is able to change human attitudes in saving environmental sustainability from global climate change disasters. They believe that media give stronger effects than teachers in shaping those perceptions. Factually, most of wrong perceptions come from media.

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“…Örneğin; Bahar ve Aydın (2002) ise sınıf öğretmeni adaylarının %75'inin sera gazları ve küresel ısınma ile ilgili yetersiz bilgi ve kavram yanılgısına sahip olduklarını göstermiştir. Pekel (2005) 247 fen bilgisi öğretmen adayı ve lise öğrencisiyle yapılan bir diğer çalışmada da çeşitli bilgi eksikliklerine ve kavram yanılgılarına rastlanmıştır. Araştırmaya katılan öğrencilerin büyük bir kısmı (%88) küresel ısınma ile sera etkisi arasında doğru bir ilişki kurarak sera etkisinin küresel ısınmaya neden olduğu görüşünde birleşmiştir.…”

Section: Evren Ve öRneklemunclassified

High School Students Knowledge Level Determination of Global Warming

Aydın¹

2014

TURJE

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ÖZETBu çalışmanın amacı, ortaöğretim öğrencilerinin küresel ısınma konusundaki bilgi düzeylerini ve yanlış kavramalarını tespit etmektir. Araştırmaya Karabük il merkezindeki liselerde öğrenim gören 592 öğrenci katılmıştır. Tarama modelinin uygulandığı bu araştırmada, veri toplama aracı olarak Yalçın (2010) tarafından geliştirilen "Küresel Isınma Bilgi Anketi" uygulanmıştır. Verilerin analizinde betimsel istatistiklerin yanında ttesti ve tek yönlü varyans analizi (ANOVA) kullanılmıştır. Araştırma sonuçlarına göre; ortaöğretim öğrencilerinin küresel ısınmaya ilişkin bilgi düzeylerinin ortalamanın üzerinde olmasına rağmen, bazı konularda bilgilerinin eksik olduğu ortaya çıkmıştır. Çalışmaya katılan ortaöğretim öğrencilerinin küresel ısınmaya ilişkin bilgi düzeyleri cinsiyet değişkenine göre anlamlı faklılık göstermezken; sınıf düzeyi ve okul türü değişkenlerine göre anlamlı farklılık göstermiştir. Anahtar Kelimeler: Küresel Isınma, Çevre Eğitimi, Coğrafya Determination of Knowledge Level of High School Students on GlobalWarming Subject ABSTRACTThe purpose of this study is to determine the high school students' level of knowledge about global warming and their misconceptions. 592 students have joined to the researching in high schools in central province of Karabuk. Survey of the model is applied in this research; the data collection tool as Yalçın (2010) developed by the "global warming Information Questionnaire" was applied. Besides data analysis, descriptive statistics, t-test and one-way analysis of variance (ANOVA) were used. According to the results of research, despite the high school students' above average levels of information about global warming, there are some issues that have emerged in the missing information. Attending high school students about global warming levels does not show significant gender variable, while the most mind-boggling; class-level and significant difference has been found according to school type variable.

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Turkish High School Students' Perceptions of Ozone Layer Depletion

Cited by 33 publications

References 20 publications

Turkish Primary Science Teacher Candidates’ Understandings of Global Warming and Ozone Layer Depletion

Turkish Primary Science Teacher Candidates’ Understandings of Global Warming and Ozone Layer Depletion

The Perceptions of Pre-Service Science Teachers and Science Teachers about Climate Change

High School Students Knowledge Level Determination of Global Warming

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