Primary School Student Teachers’ Understanding of Climate Change: Comparing the Results Given by Concept Maps and Communication Analysis

Preservice elementary teachers' emotional connections and disconnections to climate change in a science course

“…As resources for sense‐making (Rivera Maulucci, ; Vining & Tyler, 1999), emotions are also sources of decision making (Sadler & Zeidler, 2004, 2005) and potential behavioral change (Ojala, 2012; Vining & Tyler, 1999), and hence are inherent in reasoning with any issue. Furthermore, the disconnections that became salient in the ways the prospective teachers emotionally engaged with their role in causing, being impacted by, and addressing climate change contribute to the research on PSETs' understandings of climate change, which largely focuses on identifying and analyzing their alternative conceptions (e.g., Arslan, Cigdemoglu, & Moseley, ; Demirkaya, ; Groves & Pugh, 1999; Papadimitriou, ; Ratinen et al, ). Further research is needed to examine how emotional connections and disconnections influence learning about science phenomena.…”

“…Hence, research on the teaching and learning of this problem in science classrooms is increasingly important. While there is research on preservice teachers' knowledge (Arslan et al, ; Ratinen, Viiri, & Lehesvuori, ) and sense of moral agency (Lee, Chang, Choi, Kim, & Zeidler, ) of climate change, what is known in environmental decision‐making is that the relationship between knowledge and action is not linear. Knowledge about climate change translates into neither caring about nor taking action on the issue (Jensen & Schnack, 1997).…”

If You Change Yourself, The World Changes: The Effect of Exhibition on Preservice Science Teachers’ Views about Global Climate Change

“…Moreover, preservice science teachers demonstrated that they thought they were more knowledgeable about GCC after visiting the exhibition. Attending the course, monitoring programme, instructional model, organizing the trip, visiting the exhibition is one of the efficent way to gain more awareness and knowledge; and so it helps to change in their behaviours towards the environment (Balkan Kıyıcı and Atabek Yiğit, 2010;Jeong, Kim, Chae and Kim, 2014;Jeong and Kim, 2015;Lambert, Lingren and Bleicher 2012;Lambert and Bleicher, 2013;McNeill and Vaughn 2012;Ratinen, Viiri and Lehesvuori, 2013;Trenbath, 2012). At this point, aggred with Hansen, (2010) linking the conceptual problems to hands-on experiences.…”

Misconceptions in biology: a meta-synthesis study of research, 2000–2014

“…Therefore, the aim of education should not only focus on eliminating the misconceptions; it should also enable students to correctly develop new information. In the literature, a number of studies have shown how these strategies are used to discover students' cognitive structures (Akyürek and Afacan 2013;Alparslan, Tekkaya, and Geban 2003;Ekici, Ekici, and Aydın 2007;Kurt 2013;Ratinen, Viiri, and Lehesvuori 2013). Other studies that have conducted content analysis of biology education teaching methods have revealed that conceptual change models are often employed in biology classes (Gül and Sözbilir 2015;Köse, Gül, and Konu 2014).…”