Main Article Content
The fundamental factor of environmental education is teachers who are well-informed
about environmental issues. This research aimed to determine prospective Turkish
elementary science teachers’ knowledge level about causes, consequences and reducing of
the greenhouse effect and to investigate the effect of gender, information source and
membership in the environmental foundations on their knowledge. We also aimed to learn
their views on environmental education given in university. Twenty-six Likert-scale items
developed by Cin (2006) were used for data collection. The scale was applied to 215
prospective teachers from two universities in eastern Turkey. Results indicated that the
majority of prospective teachers had misunderstandings about causes, consequences and
reducing of the greenhouse effect. According to the analysis of demographic variables, there
were significant differences in participants’ mean scores based on gender and information
sources. Additionally, prospective teachers found environmental education inadequate for
Ajiboye, J. O. & Silo, N. (2008). Enhancing Botswana children’s environmental
knowledge, attitudes and practices through the school civic clubs.
International Journal of Environmental Education, 3(3), 105-114.
Andersson, B. & Wallin, A. (2000). Students’ understanding of the greenhouse
effect, the societal consequences of reducing CO2 Emissions and the problem
of ozone layer depletion. Journal of Research in Science Teaching, 37 (10),
Baird, S. L. (2005). Global warming: If you can’t stand the heat. The Technology
Teacher, 65(3), 13-16.
Bal, Ş. (2004). Fen bilgisi öğretmen adaylarının sera etkisi ile ilgili kavram
yanılgılarının tespiti. Eğitim Araştırmaları, 17, 102-111.
Boyes, E. & Stanisstreet, M. (1993). The “greenhouse effect”: Children’s perceptions
of causes, consequences and cures. International Jornal of Science Education,
Bozkurt, O. & Cansüngü-Koray, Ö. (2002). İlköğretim öğrencilerinin çevre
eğitiminde sera etkisi ile ilgili kavram yanılgıları. Hacettepe Üniversitesi
Eğitim Fakültesi Dergisi, 23, 67-73.
Cin, M. (2006). Sınıf öğretmeni adaylarının sera etkisi hakkındaki kavram
yanılgıları. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 31(1), 124-128.
Coyle, K. (2005). Environmental literacy in America. Retrieved July 20, 2008, from
Çabuk, B. & Karacaoğlu, Ö.C. (2003). Üniversite öğrencilerinin çevre
duyarlılıklarının incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi
Dergisi, 36(1-2), 189-198.
Darçın, E.S., Bozkurt, O., Hamalosmanoğlu, M. & Köse, S. (2006). Determination
of elementary students’ level of knowledge and misconceptions about
greenhouse effect. International Journal of Environmental and Science
Education, 1(2), 104-115.
Duru, B. (1995). Çevre bilincinin gelişim sürecinde Türkiye’de gönüllü çevre
kuruluşları. Unpublished master’s thesis, Ankara Üniversitesi, Ankara.
Fernandez-Manzanal, R., Barreiro, L.R. & Carrasquer, J. (2007). Evaluation of
environmental attitudes : analysis and results of a scale applied to university
students. Science Education, 91, 988-1009.
Groves, F.H. & Pugh, A.F. (1999). Elementary pre-service teacher perceptions of
the greenhouse effect. Journal of Science Education and Technology, 8(1), 75-
Groves, F.H. & Pugh, A.F. (2002). Cognitive illusions as hindrances to learning
complex environmental issues. Journal of Science Education and Technology,
Hillman, M., Stanisstreet, M. & Boyes, E. (1996). Enhancing understanding in
student teachers: The case of auto-pollution. Journal of Education for
Teaching, 22(3), 311-325.
IPCC (1997). The regional impacts of climate change: An assessment of
vulnerability. Retrieved July 25, 2008, from http://www.ipcc.ch/pdf/specialreports/
Jeffries, H., Stanisstreet, M. & Boyes, E. (2001). Knowledge about the “greenhouse
effect”: Have college students improved? Research in Science and
Technological Education, 19(2), 205-221.
Khalid, T. (1999). Pre-service teachers’ alternative conceptions regarding three
ecological issues. Paper Presented At the Annual Meeting of The National
Association for Research in Science Teaching, Boston, MA, USA.
Khalid, T. (2001). Pre-service teachers’ misconceptions regarding three
environmental issues. Canadian Journal of Environmental Education, 6,
Khalid, T. (2003). Pre-service high school teachers’ perceptions of three
environmental phenomena. Environmental Education Research, 9(1), 35-50.
Koulaidis, V. & Christidou, V. (1999). Models of students’ thinking concerning the
greenhouse effect and teaching implications. Science Education, 83(5), 559-
Littledyke, M. (1996). Science education for environmental awareness in a
postmodern world. Environmental Education Research, 2, 197-214.
Lord, T.R. (1999). A comparison between traditional and constructivist teaching in
environmental science. Journal of Environmental Education, 30(3), 22-28.
Loughland, T., Reid, A., Walker, K. & Petocz, P. (2003). Factors influencing young
people’s conceptions of environment. Environmental Education Research, 9,
McMillan, J.H. & Schumacher, S. (2006). Research in Education: Evidence-Based
Inquiry. Sixth Edition. Boston, MA: Allyn and Bacon.
Meadows, G. & Wiesenmayer, R.L. (1999). Identifying and addressing students’
alternative conceptions of the causes of global warming: The need for
cognitive conflict. Journal of Science Education and Technology, 8(3), 235-
Michail, S., Stamou, A.G. & Stamou, G.P. (2007). Greek primary school teachers’
understanding of current environmental issues: An exploration of their
environmental knowledge and images of nature. Science Education, 91, 244-
Özmen, D., Çetinkaya, A.Ç. & Nehir, S. (2005). Universite öğrencilerinin çevre
sorunlarına yönelik tutumları. TSK Koruyucu Hekimlik Bülteni, 4(6), 330-
Papadimitriou, V. (1996). Environmental education within a science course in the
initial education of primary teachers. Environmental Education Research,
Papadimitriou, V. (2004). Prospective primary teachers’ understanding of climate
change, greenhouse effect and ozone layer depletion. Journal of Science
Education and Technology, 13(2), 299-307.
Pekel, F. O. (2005). High school students’ and trainee science teachers’ perceptions
of ozone layer depletion. Journal of Baltic Science Education, 1(7), 12-21.
Roth, C.E. (1992). Environmental literacy: ıts roots, evolution and directions in the
1990s. U.S., Massachusetts: ERIC Clearing house for Science, Mathematics
and Environmental Education (ERIC No. ED348235).
Rye, J. A., Rubba, P. A. & Wiesenmayer, R. L. (1997). An investigation of middle
school students’ alternative conceptions of global warming. International
Journal of Science Education, 19(5), 527-551.
Smit, B. (2002). Atlas.ti for qualitative data analysis. Perspectives in Education,
Strauss, A. & Corbin, J. (1990). Basics of qualitative research, grounded theory
procedures and techniques. California: Sage Publications, Inc.
Summers, M., Kruger, C., Childs, A. & Mant, J. (2000). Primary school teachers’
understanding of environmental issues: An interview study. Environmental
Education Research, 6(4), 293-312.
Tuncer, G., Ertepinar, H., Tekkaya, C. & Sungur, S. (2005). Environmental
attitudes of young people in Turkey: effects of school type and gender.
Environmental Education Research, 11 (2), 215-233.
US Department of Energy (1995). Emissions of greenhouse gases in the United
States 1987-1994. U.S. Department of Energy, Washington D.C.
Uzun, N. & Sağlam, N. (2007). Ortaöğretim öğrencilerinin çevreye yönelik bilgi ve
tutumlarına “çevre ve insan” dersi ile gönüllü çevre kuruluşlarının etkisi.
Hacettepe Universitesi Eğitim Fakültesi Dergisi, 33, 210-218.
Zelezny, L. (2000). Elaborating on gender differences in environmentalism. Journal
of Social Issues, 56(3), 443-458.