How do biology teacher candidates perceive global climatic change?

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dc.contributor.authorOztas, Fulya
dc.contributor.authorKalipci, Erkan
dc.contributor.authorBozkurt, Ersin
dc.date.accessioned2020-03-26T18:14:49Z
dc.date.available2020-03-26T18:14:49Z
dc.date.issued2011
dc.departmentSelçuk Üniversitesien_US
dc.description.abstractIn general there is an individually and socially sensitivity against the environmental issues and this sensitivity is gradually increasing. Especially the global warming and greenhouse gases are the important issues of the agenda. In the high school educational content these subjects are included in the syllabus programs and effect of global warming and greenhouse gas is widely dealt with in the visual and written media. However the comprehension of the subject which presents a complex structure due that includes physical, chemical and biological events and the explanation of the phenomenon related to atmosphere by the students and public opinion leads to problems. It is known that energy usage and the emission over normal of CO2 greenhouse gases to atmosphere depending to this usage leads to global warming. The aim of this study has been determined as researching of how is perceived by the Biology teacher candidates from the different levels the global warming and the measures which may be taken against this. According to the results of this study which has been made by using 5 point likert scale; even that it has not been observed any statistical difference between the related opinions of the possible results of global warming of Biology teacher candidates, differences have been observed between the students groups from different levels regarding the measures which can be taken against global warming. Accordingly it has been observed that 3(rd) class students (Group 3) are more sensitive than other student groups regarding the measures which may be taken in connection with the prevention of the global warming due to the positive effect of environment and ecology courses attended by them.en_US
dc.identifier.endpage107en_US
dc.identifier.issn1308-7711en_US
dc.identifier.issue01.02.2020en_US
dc.identifier.startpage99en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12395/26534
dc.identifier.volume3en_US
dc.identifier.wosWOS:000278087800008en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherSILA SCIENCEen_US
dc.relation.ispartofENERGY EDUCATION SCIENCE AND TECHNOLOGY PART B-SOCIAL AND EDUCATIONAL STUDIESen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.selcuk20240510_oaigen_US
dc.subjectEnvironmental changesen_US
dc.subjectGreenhouse gasesen_US
dc.subjectGlobal warmingen_US
dc.subjectTeachers' experiencesen_US
dc.titleHow do biology teacher candidates perceive global climatic change?en_US
dc.typeArticleen_US

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