EVALUATING EFFECTS OF AN EXHIBITION VISIT ON PRE-SERVICE ELEMENTARY TEACHERS’ UNDERSTANDINGS ON CLIMATE CHANGE

13 2

Authors

  • Deniz SARIBAŞ
  • Zerrin DOĞANÇA
  • Hamide ERTEPINAR

Keywords:

Environmental education, understanding of climate change, pre-service elementary teachers

Abstract

This research aims to investigate to what extent a visit to climate change-oriented exhibition embedded within an environmental education course has effects on pre-service elementary teachers’ understandings about climate change.  Sample of the study includes 58 pre-service teachers, enrolled in Environmental Education course offered in the 2011-2012 academic year in Elementary Education Program at a private university in Turkey.  The course lasted 13 weeks and the context is composed of various environmental issues as well as an exhibition visit and student reflections. Pre-service elementary teachers’ pre- and post-reflections were analyzed and coded for examining effects of visit on their understandings about climate change. It was found that the course seem to have an impact on pre-service elementary teachers’ understanding of climate change. Besides, the exhibition visit resulted in increased understanding in consequences of climate change and the participants were able to make more individual-oriented suggestions for the climate change problem.
Cover

Downloads

Published

2014-09-01

How to Cite

SARIBAŞ, D., DOĞANÇA, Z., & ERTEPINAR, H. (2014). EVALUATING EFFECTS OF AN EXHIBITION VISIT ON PRE-SERVICE ELEMENTARY TEACHERS’ UNDERSTANDINGS ON CLIMATE CHANGE. The Eurasia Proceedings of Educational and Social Sciences, 1, 516–522. Retrieved from https://epess.net/index.php/epess/article/view/84

Issue

Vol. 1 (2014)

Section

Articles

License

Copyright (c) 2014 The Eurasia Proceedings of Educational and Social Sciences

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

The articles may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material. All authors are requested to disclose any actual or potential conflict of interest including any financial, personal or other relationships with other people or organizations regarding the submitted work.