jegys Journal for the Education of Gifted Young Scientists 2149-360X Genç Bilge Yayıncılık 10.17478/jegys.618491 Studies on Education Eğitim Üzerine Çalışmalar In–service Teachers’ Knowledge and Misconceptions of Global Warming and Ozone Layer Depletion: A Case Study https://orcid.org/0000-0003-1267-7636 Hebe Headman University of South Africa 03 15 2020 8 1 133 149 09 11 2019 11 27 2019 Copyright © 2013, Journal for the Education of Gifted Young Scientists 2013 Journal for the Education of Gifted Young Scientists

The South African curriculum assessmentand policy statement (CAPS) envisions a learner who embodies numerousprinciples which include commitment towards a healthy environment. This behovesin–service teachers to expose learners to environmental education (EE)throughout the education system. To be able to do this, they need to havetangible levels of environmental literacy (EL) on various issues ofenvironmental concern. This paper reports on a case study conducted in theNorth West province of South Africa to explore the EL of in–service teachersregarding global warming and the depletion of the ozone layer. Fifteen teachersparticipated in this interview–driven qualitative research inquiry. Thefindings suggest that some in–service teachers hold various scientificmisconceptions regarding global warming and the ozone layer. These findingscorroborate those of previous studies involving pre–service and in–serviceteachers. The researcher recommends support to help enhance the EL ofin–service teachers, in respect of topical issues such as global warming andthe ozone layer. Additionally, due the dearth of research that focuses on theEL of in–service teachers on issues explored in this study, globally, theresearcher also posits that more research similar to this one is essential.

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