The Greenhouse Effect Misconceptions of the Elementary School Teacher Candidates

Year 2010, Volume: 9 Issue: 1, 229 - 240, 26.06.2010

Zeki Arsal

Abstract

The aim of this study is to find out the greenhouse effect misconceptions of the elementary school
teacher candidates. The participants of the study were 171 teacher candidates enrolled in the science and classroom
teacher education program in the faculty of education. In the study the misconceptions related to the causes and
consequences of the greenhouse effect and the ways to alleviate the greenhouse effect were investigated. The data of
the study were collected by using “The Greenhouse Effect Issues Questionnaire” developed by the researcher. The
questionnaire consists of 23 statements divided into three sub factors. The results indicated that teacher candidates
had some misconceptions related with causes, consequences of the greenhouse effect and the ways to alleviate the
greenhouse effect.

Keywords

Greenhouse effect, Misconception, Teacher Candidates

İlköğretim Öğretmen Adaylarının Sera Etkisi İle İlgili Kavram Yanılgıları

Abstract

Bu çalışmanın amacı ilköğretim fen bilgisi ve sınıf öğretmenliği kavram yanılgılarını döndürmek. Araştırma eğitim fakültesi ilköğretim fen bilgisi ve sınıf öğretmenliği bölümler öğrenim gören 171 öğretmen adayı ile yapılmış. Çalışmada sera etkisinin nedenleri, sonuçları ve sera açısından önleme yollarıyla ilgili kavram yanılgıları araştırılmıştır. Araştırmanın anlamı toplanması "Sera Etkisi le lgili Düşünceler Anketi" Anket üç alt boyuttan ve yirmi üç maddeden. Deneme hakkı hem fen bilgisi hem de sınıf öğretmenliği öğretmeni seralarisinin nedenleri, sonuçları ve sera gibi önleme yolları yanılgılarına sahip oldukları belirlenmiştir.

Keywords

Sera etkisi, Kavram yanılgısı, Öğretmen adayları

References

• Arsal, Z. (2007). lkö retim Ö rencilerinin Küresel IsMnma le lgili Kavram YanMlgMlarM. 1. Ulusal &lkö'retim Kongresi, Ankara.
• Bal, ]. (2004). Fen bilgisi ö retmen adaylarMnMn sera etkisi ile ilgili kavram yanMlgMlarMnMn tespiti. E'itim Ara t rmalar Dergisi, 17, 102-111.
• Bahar, M. ve AydMn, F. (2002) SMnMf Ö retmenli i Ö rencilerinin Sera GazlarM ve Global IsMnma le lgili Anlama Düzeyleri ve HatalM KavramlarM, V. Ulusal Fen Bilimleri ve Matematik E'itimi Kongresi, Ankara.
• Bahar, M. (2003). Misconceptions in Biology Education and Conceptual Change Strategies. Kuram ve Uygulamada E'itim Bilimleri, 3(1), 55-64.
• Boyes, E.& Stanisstreet, M. (1998). High school students’ perceptions of how major global environmental effects might cause skin cancer. The Journal of Environmental Education, 29 (2), 31-36.
• Boyes, E., Stanisstreet, M. & Papantoniou, V.S. (1999). The ideas of Greek high school students about the ozone layer. Science Education, 83(6), 724-737.
• Bozkurt, O., Cansüngü, K. (2002). lkö retim Ö rencilerinin Çevre E itiminde Sera Etkisi ile Kavram YanMlgMlarM. Hacettepe Üniversitesi E'itim Fakültesi Dergisi, 23, 67-73.
• Büyüköztürk, ]. (2004). Sosyal Bilimler &çin Veri Analizi El Kitab . 4. BaskM. Ankara: PegenA YayMncMlMk.
• DarçMn, E.S., Bozkurt, O. ve Hamalosmano lu, M. (2006). lkö retim Ö rencilerinin Sera Etkisi HakkMndaki Bilgi Düzeylerinin ve Kavram YanMlgMlarMnMn Tesbit Edilmesi. International Journal of Environmental and Science Education, 1(2), 104-115.
• Groves, F.H, & Pugh, A. (1999). Elementary Pre-Service Teacher Perceptions of the Greenhouse Effect. Journal of Science Education and Technology, 8(1), 76-77.
• Halloun, I.B. & Hestenes, D. (1985). The initial knowledge state of college physics students. American Journal of Physics, 53, 1043-1055.
• Hynd, C.R. & Guzetti, B.J. (1993). Exploring issues in conceptual change. In D.J. Leu&C. K. Kinzer (Eds.), Examining central issues in literacy research, theory and practice (pp.374-381). The National Reading Conference.
• Jeffries, H., M. Stanisstree, M. & Boyes, E. (2001). Knowledge about the “Greenhouse Effect”: Have college students improved? Research in Science Teachnological Education, 19(2), 205-220.
• Kaptan, S. (1998). Bilimsel Ara t rma ve &statistik Teknikleri. 11. BasMm. Ankara: TekMNMk Web Ofset Tesisleri.
• KMlMnç, A., Stanisstreet, M. & Boyes, E. (2008). Turkish students’ ideas about global warming. International Journal of Environmental Science Education, 3(2), 89-98.
• Lester, B.T., Ma, L., Lee,O. & Lambert, J. (2006). Social activism in Elementary Science Education: A science, technology, and society approach to teach global warming. International Journal of Science Education, 28(4), 315-339.
• Mason, L., & Santi, M. (1998). Discussing the greenhouse effect: Children’s collaborative discourse reasoning and conceptual change. Environmental Education Research, 4(1), 67-86.
• Österlind, K. (2005). Concept formation in environmental education: 14-year olds’ work on the intensified greenhouse effect and the depletion of the ozone layer. International Journal of Science Education, 27(8), 891- 908.
• Summeers, M., Kruger, C., & Childs, A. (2001). Understanding the science of environmental issues: development of a subject knowledge guide for primary teacher education. International Journal of Science Education, 23(1), 33-53.
• Taylor, A. K. & Kowalski, P. (2004). Naive psychological science: THe prevalence, strength, and sources of misconceptions. The Psyclogical Record, 54, 15-25.
• Trowbridge, D.E. & McDermott, L.C. (1980). Investigation of students’ understanding of the concept of velocity in one dimension. American Journal of Physics, 48, 1020-1028.