Comparison of prospective science and social studies teachers’ knowledge levels of and misconceptions about atmospheric environmental problems

Abstract

The aim of this study is to investigate and compare the prospective science and social studies teachers’ knowledge of and misconceptions about atmospheric environmental problems. In this study, the causal – comparative design was used. The sample of the study consisted of 441 prospective science and social studies teachers studying at faculties of education in the 2017-2018 academic year. Convenience sampling was used in the study. In the study, the Atmosphere-Related Environmental Problems Diagnostic Test (AREPDiT) was used as the data collection tool. The AREPDiT is a three-tier diagnostic test consisting of 13 questions. The first tier includes multiple choice questions, the second tier asks for the rationale of the answers given in the first tier, and the third tier questions whether or not the participants are sure about their answers. The data obtained from the prospective teachers were evaluated with the rubric developed by the researchers and SPSS.20 software package was used in data analysis. At the end of the study, it was found that the prospective science and social studies teachers had similar misconceptions while misconceptions were more prevalent among the prospective social studies teachers. It has been determined that these misconceptions are related to the causes, consequences and prevention of global warming, acid rains, ozone layer, the function of ozone layer and the benefits and harm of greenhouse effect. When the knowledge levels of the prospective science and social studies teachers about atmospheric environmental problems were compared, it was seen that prospective science teachers were more successful.