The understandings of global warming and learning styles: A phenomenographic analysis of prospective primary school teachers

DEMİRKAYA H.

KURAM VE UYGULAMADA EGITIM BILIMLERI, cilt.8, sa.1, ss.33-58, 2008 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 8 Sayı: 1
  • Basım Tarihi: 2008
  • Dergi Adı: KURAM VE UYGULAMADA EGITIM BILIMLERI
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.33-58
  • Anahtar Kelimeler: environmental education, phenomenography, teacher candidate, global warming, learning style, SCIENCE
  • Akdeniz Üniversitesi Adresli: Hayır

Özet

In this study, statements by prospective primary school teachers such as "I think the word global warming..." or "I think the term global warming means..." were analyzed by using qualitative phenomenographic research methods. 142 female (48.3 %) and 152 male (51.7 %) pimary school teacher candidates (n=294) participated in the study. Moreover, the relationship between learning styles and perceptions was investigated. In the study, seven different conceptions of global warming were determined at the end of the phenomenographic analysis. Conceptions of global warming from the least sophisticated to the most inclusive and expansive arc (1) Global warming is the gradual increase in the temperature of the earth. (2) Global warming is the gradual enhancement of the hole in the ozone layer. (3) Global warming is the deterioration of ecological balance. (4) Global warming is the change of climates and seasons. (5) Global warming is the deterioration of mutual relation between the people and ecological balance. (6) The cause of global warming is people and they arc responsible for its prevention. (7) Global warming is the portent of vanishing process of living things and people. Implications of these findings were discussed and evaluated in terms of environmental education.