In–service Teachers’ Knowledge and Misconceptions of Global Warming and Ozone Layer Depletion: A Case Study

Abstract

The South African curriculum assessment and policy statement (CAPS) envisions a learner who embodies numerous principles which include commitment towards a healthy environment. This behoves in–service teachers to expose learners to environmental education (EE) throughout the education system. To be able to do this, they need to have tangible levels of environmental literacy (EL) on various issues of environmental concern. This paper reports on a case study conducted in the North West province of South Africa to explore the EL of in–service teachers regarding global warming and the depletion of the ozone layer. Fifteen teachers participated in this interview–driven qualitative research inquiry. The findings suggest that some in–service teachers hold various scientific misconceptions regarding global warming and the ozone layer. These findings corroborate those of previous studies involving pre–service and in–service teachers. The researcher recommends support to help enhance the EL of in–service teachers, in respect of topical issues such as global warming and the ozone layer. Additionally, due the dearth of research that focuses on the EL of in–service teachers on issues explored in this study, globally, the researcher also posits that more research similar to this one is essential.

Keywords

• global warming,environmental education,environmental literacy,evaluation criteria,in–service teachers,ozone layer

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