Polar Science Awareness of Science Teachers

Year 2024, , 32 - 44, 21.03.2024

Fatma Kübra Uyar , Orhan Karamustafaoğlu

https://doi.org/10.31458/iejes.1386430

Abstract

One of the major obstacles to the continuation of life on Earth is the global climate change. The fact that our nation is experiencing a minor impact from the global climate change does not change the reality that there is no problem. It is well recognized that the polar areas are the most impacted by the global climate change, or that the triggering of the Polar Regions would have a significant influence on the whole planet. In this scenario, science teachers have a significant deal of responsibility for raising awareness of polar science subject among future generations. As a result, it is in our hands to mitigate the impacts of global climate change through increased student knowledge. The screening model was used in the study to show the knowledge and awareness levels of science teachers on polar sciences, who will supply this awareness. The “Polar Sciences Awareness Questionnaire-PSAQ” data collecting instrument, whose validity and reliability were calculated, was employed within the parameters of the study. PSAQ was created in Google Form style with web-based access. The data were collected voluntarily from 205 science teachers working in a province in the Southeastern Anatolia Region, which is the population of the study. The statistical package program SPSS 26 was used to analyze the data that had been collected. The research revealed that while science instructors were aware of the North Pole, South Pole and climate change, their awareness was not very high. It is because science instructors lack a specific education in polar sciences that they do receive explicitly. The report makes several recommendations, one of which is to include polar science learning outcomes and lessons in teacher and student education programs.

Keywords

Polar regions, neo-climate, global climate awareness, science teacher

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