The Understandings of Global Warming and Learning Styles: A Phenomenographic Analysis of Prospective Primary School Teachers

By Demirkaya, Hilmi | Kuram ve Uygulamada Egitim Bilimleri, January 2008 | Go to article overview

The Understandings of Global Warming and Learning Styles: A Phenomenographic Analysis of Prospective Primary School Teachers


Demirkaya, Hilmi, Kuram ve Uygulamada Egitim Bilimleri


Abstract

In this study, statements by prospective primary school teachers such as "I think the word global warming ..." or "I think the term global warming means ..." were analyzed by using qualitative phenomenographic research methods. 142 female (48.3 %) and 152 male (51.7 %) pimary school teacher candidates (n=294) participated in the study. Moreover, the relationship between learning styles and perceptions was investigated. In the study, seven different conceptions of global warming were determined at the end of the phenomenographic analysis. Conceptions of global warming from the least sophisticated to the most inclusive and expansive are (1) Global warming is the gradual increase in the temperature of the earth. (2) Global warming is the gradual enhancement of the hole in the ozone layer. (3) Global warming is the deterioration of ecological balance. (4) Global warming is the change of climates and seasons. (5) Global warming is the deterioration of mutual relation between the people and ecological balance. (6) The cause of global warming is people and they are responsible for its prevention. (7) Global warming is the portent of vanishing process of living things and people. Implications of these findings were discussed and evaluated in terms of environmental education.

Key Words

Environmental Education, Phenomenography, Teacher Candidate, Global Warming, Learning Style.

Palmer and Neal (1996) identify environmental education as "presumably, if environmental education is about producing well informed and environmentally active adults, then those responsible for it should have some idea of the kinds of learning experiences which help to influence the development of environmental care and concern" (p. 3). Lang (2000) claimed that the quality of environmental education could be improved via the development of in-service professional training courses devoted to teachers interested in environmental education. The assumption behind developing teacher undestanding is that there is a relationship between a teacher's instruction and students' learning (Agelidou, Balafoutas, & Flogaitis, XXX). Ballantyne, Fien and Packer (2001) suggested that providing a series of environmental experiences would provide opportunities for students to be part of an environmental activity. Young people conceive of the environment as an issue in the same way as adults might (Cullingford, 1996).

Climate change research is a 'quintessential' interdisciplinary undertaking, involving virtually every field in both the natural and social sciences and drawing hundreds, even thousands of scientists who have benefited from the controversy's lucrative research opportunities (O'Donnell, 2000).

Sadler, Chambers and Zeidler (2004) categorized the responses as 'social influences on global warming' showing a clear understanding of the influence of societal factors on science at least with respect to global warming. Summers, Kruger, Childs and Mant (2001) used questionnaire surveys to explore the understanding of 170 practicing primary school teachers, 120 primary trainees and 88 secondary science trainees in four areas: biodiversity, the carbon cycle, the ozone and global warming. Many studies have been done on higher education students' perceptions of the Earth. The most important among these studies were carried out by Ference Marton and his colleagues at Gothenburg University (Bradbeer, Healey, & Kneale, 2004).

A new primary education curriculum was prepared following the constructivist alignment in 2004 in Turkey (Ögülmüs, Güven, & Karabag, 2005). According to the constructivist alignment, the need to construct knowledge emerges when the individual tries to educe from the experiences during his interaction with the environment. In addition to pre-knowledge and experiences affecting the individual's process to construct the knowledge, socio-cultural environment does also have a great effect (Açikgöz, 2003). …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

The Understandings of Global Warming and Learning Styles: A Phenomenographic Analysis of Prospective Primary School Teachers
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.