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

Year 2020, Volume: 8 Issue: 1, 133 - 149, 15.03.2020

Headman Hebe

https://doi.org/10.17478/jegys.618491

Cited By: 3

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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