Ceren Oztekin

An evaluation of the environmental literacy of preservice teachers in Turkey through Rasch analysis

The purpose of this study was to make use of proposed definitions of environmental literacy to (1) guide the application of Rasch analysis and (2) utilize the developed instrumentation to further inform the work of environmental educators. A total of 2311 preservice teachers attending Faculty of Education departments of four public universities located in the capital city of Turkey provided data for this study. The instrument used included a knowledge scale, an attitude scale, an attitude towards environmental responsibility scale and a concern scale. Rasch analysis revealed which those items which address the environmental knowledge widely broadcasted by mass media also were answered correctly by most participants. Generally, instrument items that addressed the understanding of the interrelated nature of environmental knowledge were answered incorrectly by participants. Analysis of attitude and attitude towards environmental responsibility scales indicated that the preservice teachers exhibited the most support for plant and animal rights, environmental protection laws and ecological balance. Results of the concern scale suggested that the preservice teachers were most concerned with regard to issues of poor drinking-water quality. Gender analysis revealed different orientations among females and males in terms of knowledge, attitudes, attitude towards environmental responsibility and concern scales.

Science teacher candidates’ perceptions about roles and nature of scientific models

Abstract Background: Scientific models have important roles in science and science education. For scientists, they provide a means for generating new knowledge or function as an accessible summary of scientific studies. In science education, on the other hand, they are accessible representations of abstract concepts, and are also organizational frameworks to teach and learn inaccessible facts. As being indispensable parts of learning and doing science, use of scientific models in science classes should be reinforced. At this point, uncovering pre-service science teachers’ (PSTs) understandings of scientific models are of great importance since they will design and conduct teaching situations for their students. Purpose: The study aimed to provide an answer to the research question: What understandings do PSTs possess about scientific models? Sample: The sample of the study consisted of 14 PSTs enrolled in an Elementary Science Education program in a public university in Ankara, Turkey. Design and methods: Data were collected by using an open-item instrument and semi-structured interviews, and were analyzed by using qualitative data analysis methods. Results: Findings showed that PSTs held fragmented views of models by having informed views in some aspects while having naïve views on others. That is, although they displayed a constructivist orientation by acknowledging the presence of multiple models for the same phenomenon depending on scientists’ perspectives or creativity involved in the production of scientific knowledge, PSTs also expressed logical positivist views by believing that models should be close to the real phenomena that they represent. Findings further revealed that PSTs generally conceptualized models’ materialistic uses, yet they did not think much about their theoretical and conceptual uses. It was observed that roles like reifying and visualizing were overestimated and models were dominantly characterized as three-dimensional representations. Conclusions: It is clear that PSTs, having difficulties in grasping the concept of models, would possibly have problems in planning their lessons effectively and would not develop accurate concepts in their students. These findings apparently support the need for appropriate pedagogic training of PSTs to scientifically reflect on and professionally make use of models in science classes.

Turkish pre-service science teachers' awareness, beliefs, values, and behaviours pertinent to climate change

ABSTRACT This study examined Turkish pre-service science teachers’ awareness, uncertainty beliefs, values, and behaviours pertinent to climate change. It aimed to determine significant predictors of climate change-related behaviours and uncertainty beliefs about the reality of climate change. A Turkish-adapted survey was administered to 1277 pre-service science teachers from different geographical regions of Turkey. While majority of the respondents were certain that climate change is happening, there were also indicators of uncertainties in such belief. Pre-service teachers who value nature for its own sake tended to show favourable behaviours to mitigating climate change. Disinterest in and scepticism about the reality of climate change did not emerge as significant determinants of climate change-related behaviours.