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

Hebe, Headman

doi:10.17478/jegys.618491

Cited by 8 publications

(6 citation statements)

References 23 publications

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“…As the students also related the course to removal of Freon which causes ozone depletion, there seems to be a need to address misconceptions that equate ozone depletion to climate change or global warming. These misconceptions have been reported among preservice and in-service teachers of environmental education [27].…”

Section: Discussionmentioning

confidence: 90%

“…The study called for a case-study-driven approach in the reorganization of the curriculum [26]. Coleman and Mitchell introduced high-altitude balloon research into atmospheric science classes to encourage active learning and solving of real-world problems [27]. Similarly, Yang et al (2010) advocated an experiment-teaching system for atmospheric science [28].…”

Section: Introductionmentioning

confidence: 99%

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Engaging Students in the Development of an Atmospheric Science Course: A Discourse Analysis

Tang

2021

AJESS

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Aims: With increasing emphasis on learners-centered approach in teaching and learning, engaging students in course development and refinement is crucial. This study aims to foster a participatory approach in course development by engaging students in meaningful discourse at the early stage of an atmospheric science course. Study design: This is a qualitative study which employed the grounded theory for data analysis. Place and Duration of Study: The study was conducted in March 2021 in an international higher learning institution located in the Guangdong Province of China. Methodology: This qualitative study invited a year 3 cohort of environmental science students taking an atmospheric science and pollution course in an international higher learning institution in China to participate in a meaningful discourse about the course in week 2 of the semester. Their responses were transcribed and the transcripts analyzed with NVIVO based on the grounded theory. The transcripts were coded, the themes were drawn and the relationship was probed. Results: This study identified three overarching themes from the codes, namely assessment, course contents and learning activities, whose codes covered 4.5%, 17.8% and 23.1% of the text respectively. Codes for assessment comprise practical assignment and multiple-choice question, while those for course contents include black carbon, modelling, greenhouse gases, zero-carbon, and removal of Freon. Codes for learning activities include case studies, debate, field trips and quizzes. The words most frequently appeared in the transcripts are learning and field. The findings reflect expectations for interactive learning, simulation-based learning, authentic assignments and activities, experiential learning via field trips and problem-based learning. These are in line with the established pedagogies for environmental science. Conclusion: This study shifts the paradigm of students’ engagement in the increasingly learner-centered educational setting where students are proactively involved in course development in the early stage of teaching and learning instead of reactively involved through feedback collection at advanced stages.

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Section: Discussionmentioning

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Engaging Students in the Development of an Atmospheric Science Course: A Discourse Analysis

Tang

2021

AJESS

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“…When the literature is examined, similar to our study, there are studies in which misconceptions about these features are detected. One of the most common misconceptions identified in the literature regarding this issue is the perception that acid rain or ozone layer destruction is the result of global warming (Boyes et al, 1995;Daniel et al, 2004;Hebe, 2020;Khalid, 1999;Khalid, 2003;Öcal et al, 2011;Yalçın & Yalçın, 2017). Other misconceptions in the literature within the scope of this factor are that skin cancer cases and cataract cases occur as a result of global warming.…”

Section: Discussionmentioning

confidence: 99%

A Four-Tier Diagnostic Test to Determine Pre-Service Science Teachers’ Misconception About Global Warming

Aksoy

Erten

2022

JBSE

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Global warming is the most serious problem of our age. The most permanent measure to be taken against this problem is to ensure that individuals receive an effective and well-equipped education, free from misconceptions, which are obstacles to the efficiency of education. In this study, it is aimed to develop a four-stage diagnostic test that can reveal the misconceptions of pre-service science teachers about global warming. The sample of the study, in which the survey approach was used, consists of 401 pre-service teachers studying in the science teaching department at different universities in Turkey. The results show that the test is a valid and reliable measurement tool that can be used to determine the misconceptions, scientific knowledge, and lack of knowledge about global warming. In the study, the factor with the highest percentage of pre-service science teachers’ scientific knowledge and misconceptions was the consequences of global warming, while the factor with the highest percentage of lack of knowledge was calculated as the greenhouse effect factor. It is recommended to use the test to determine the current situation regarding the level and areas where the misconceptions of individuals are concentrated to improve the missing or faulty areas in the science curriculum. Keywords: conceptual learning, environmental misconceptions, four-tier diagnostic test, global warming

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“…Akibatnya, guru memiliki peran dalam menyumbang miskonsepsi siswa. Bahkan ada kemungkinan bahwa guru memiliki beberapa miskonsepsi (Antink-Meyer & Meyer, 2016;Hebe, 2020;Şendur, 2012). Menurut Tayubi (2005), miskonsepsi juga bisa berasal dari interaksi sehari-hari siswa dengan lingkungan.…”

Section: Pendahuluanunclassified

Identifikasi miskonsepsi siswa menggunakan tes diagnostik 4 tahap pada materi gerak

Saputri

Hartatiana

Mabruroh

2022

Berk. Fis. Indones. J. Ilm. Fis. Pembelajaran dan Apl.

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Penelitian ini bertujuan menggunakan instrumen tes diagnostik 4 tahap untuk mengidentifikasi miskonsepsi fisika siswa kelas X materi gerak lurus. Jenis penelitian yang digunakan adalah Penelitian survei. Survei dilakukan di SMA Muhammadiyah 1 Palembang, selaku sekolah yang dijadikan subjek penelitian. Tes diagnostik 4 tahap terdiri atas 4 tingkatan, yaitu pilihan ganda, tingkat keyakinan pilihan, alasan dan tingkat keyakinan alasan. Miskonsepsi siswa dianalisis menggunakan teknik analisis persentase. Hasil diagnosis menunjukkan bahwa persentase siswa yang paham konsep sebesar 8,75%, persentase siswa yang tidak paham konsep sebanyak 45,75%, persentase siswa yang mengalami error 6,44% dan persentase siswa yang mengalami miskonsepsi adalah 38,46%. Miskonsepsi yang terjadi pada siswa diakibatkan karena kurangnya pemahaman konsep pada materi gerak lurus.

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

Cited by 8 publications

References 23 publications

Engaging Students in the Development of an Atmospheric Science Course: A Discourse Analysis

Engaging Students in the Development of an Atmospheric Science Course: A Discourse Analysis

A Four-Tier Diagnostic Test to Determine Pre-Service Science Teachers’ Misconception About Global Warming

Identifikasi miskonsepsi siswa menggunakan tes diagnostik 4 tahap pada materi gerak

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