Analyzing the changes of pre-service biology teachers' conceptual understanding of the greenhouse effect

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Atıf İçin Kopyala

Selvi M.

ENERGY EDUCATION SCIENCE AND TECHNOLOGY PART B-SOCIAL AND EDUCATIONAL STUDIES, cilt.4, sa.3, ss.1241-1252, 2012 (SCI-Expanded)

• Yayın Türü: Makale / Tam Makale
• Cilt numarası: 4 Sayı: 3
• Basım Tarihi: 2012
• Dergi Adı: ENERGY EDUCATION SCIENCE AND TECHNOLOGY PART B-SOCIAL AND EDUCATIONAL STUDIES
• Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED)
• Sayfa Sayıları: ss.1241-1252
• Gazi Üniversitesi Adresli: Evet

Özet

The aim of this longitudinal study was to identify and describe the conceptions of 28 pre-service biology teachers about the greenhouse effect and compare the changes of their conceptual understanding at the end of 5-year undergraduate education. Data was collected by a questionnaire and semi-structured interviews. Analysis of undergraduate education effect found that there was a significant difference between students' first and final year scores. However the results also show that there are some misconceptions that remained unchanged in the final year, such as; holes in the ozone layer and dumping rubbish in rivers as causes of increased greenhouse effect; increased greenhouse effect would cause more rainfall and the greenhouse effect would be reduced by using unleaded petrol and burying waste matters.