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

Abstract

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.

In–service Teachers’ Knowledge and Misconceptions of Global Warming and Ozone Layer Depletion: A Case Study

“…Just like a number of previous studies, some of the naïve views and misconceptions, regarding global warming and the ozone layer, noted by various researchers regarding both pre-and in-service teachers (e.g. Yalcin & Yalcin 2017;Liu, Roehrig, Bhattacharya & Varma 2015;Michail, Stamou & Stamou 2006;Papadimitriou 2004;Summers, Kruger & Childs 2001;Dove 1996) were also noted in the participants of this study. For example, some respondents seemed to think that global warming is caused by smoke from homes, factories and vehicles and, that the ozone layer is just one of the layers in the atmosphere.…”

“…It is evident from literature that a lot of work has been done, which focuses on the EL of pre-service teachers, with specific attention to the concepts of global warming and ozone depletion (e.g. Yalcin & Yalcin, 2017;Dal, Alper, Ӧzdem-Yilmaz, Ӧztürk & Sönmez, 2015;Çokadar, 2013;Çakir, Irez & Doǧan, 2010;Kaya, 2009;Papadimitriou, 2004;Dove, 1996). However, numerous researchers have noted that, globally, little has been done in respect of in-service teachers in this area (Herman, Feldman & Vernaza-Hernandez, 2017;Liu, Roehrig, Bhattacharya & Varma, 2015;Michail, Stamou & Stamou, 2006).…”

Environmental Awareness, Attitudes, and Behaviour of Preservice Preschool and Primary School Teachers

“…In this context, teachers have a great responsibility and important role in providing adequate environmental literacy (Boca & Saraçlı, 2019;Türkoğlu, 2019), in a way that takes into account the child's developmental needs, interests, and abilities. According to Lwo et al (2017), teachers influence a child's conception of the environment and play an important role in identifying and correcting misconceptions related to environmental problems (Yalcin & Yalcin, 2017). To achieve a positive impact on future generations, high-quality environmental education starting from preschool age is crucial.…”

Pohled učitelů na obtížnost vybraných environmentálních pojmů v učebnicích pro základní školy

“…Další problém je spojování určitých globálních problémů mezi sebou, například problém ozonové díry a globálního oteplování (Ikomidis et al, 2012) -dle žáků záření pronikající otvory v ozonové vrstvě zvyšuje teplotu Země a způsobuje globální oteplování. Tento názor ovšem zastávají i učitelé a studenti učitelství (Summers et al, 2001;Selvi, 2007;Bahar et al, 2008;Ç okadar, 2013;Yalcin & Yalcin, 2017). Gungordu a kolektiv ve svém výzkumu (2017) zjistil, že obdobné miskoncepce přetrvávají u středoškolských i vysokoškolských studentů.…”