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Climate Change, Education and Biology Teacher Candidates

Year 2025, Volume: 9 Issue: 1, 25 - 32

Haydar Öztaş , Fulya Öztaş

Abstract

Today, young people's environmental attitudes are seen as particularly important in solving environmental problems. Therefore, it is necessary to accept that effective environmental education is important for school-age children. A sustainable life cycle is only possible if individuals adopt a lifestyle that is respectful and tolerant to the environment, based on ecological balance. For this reason, sustainable lifestyles must be in a way that does not harm the living conditions of underdeveloped societies and other living creatures in nature. However, although environmental problems are well known by society in these societies, there are always fundamental differences between scientific environmental values and environmental values adopted by society.
For this reason, it is possible to say that the training and achievements of Biology teachers, who are the essential elements of biology and environmental education in high schools, are important in teaching students’ awareness, attitudes and behaviors towards environmental problems. In this study, it has been discussed how to make prospective biology teachers more sensitive to the environment, global warming and climate change. how the basic Biology knowledge and environmental attitudes of teacher candidates can be made more useful to high school students.
Based on this study, it is possible to say that prospective biology teachers are generally aware of the relationship between environmental changes and climate change. However, in the education of Biology teachers, discussing how the environment, global warming, greenhouse gas effects and the resulting gradual climate changes can be minimized by providing education to local schools is becoming increasingly important in biology education.

Keywords

Climate change education biology teacher candidates

Project Number

Fulya Öztaş, Haydr Öztaş

References

  • [1] Schultz, P.W., Zelezny, L. & Dalrymple, N. J. A multinational perspective on the relation between Judeo-Christian religious beliefs and attitudes of environmental concern. Environ. Behav. 32, 576_591 (2000).
  • [2] Karp, D. G. (1996). Values and their effects on pro-environmental behavior. Environment and Behavior, 28, 111–133.
  • [3] Dietz, T., A. Dan and R. Shwom (2007) Support for climate change policy: Social psychological and social structural influences. Rural Sociology 72:185–214.
  • [4] The Ashai Glass Foundation (2007) Questionnaire on Environmental Problems and the Survival of Humankind 15-Year Summary, The Ashai Glass Foundation, July, 2017.
  • [5] Oztas, F., Oztas, H (2024) Environmental Problems, Individual and Social Values; A Strange Dilemma International Journal of Environmental Trends (IJENT) 2024; 8 (2),67-7.
  • [6] Özdemir, M.M (2021) İklim Değişikliğinin Yol Açtığı Çevresel Sorunlar Hakkında Biyoloji Öğretmen Adaylarının Görüşlerinin Saptanması (YL Tezi) Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Matematik ve Fen Bilimleri Eğitimi Anabilim Dalı, Biyoloji Eğitimi Bilim Dalı-Konya (in Turkish)
  • [7] Krosnick, J.A., A.L. Holbrook, L. Lowe and P.S. Visser (2006) The origins and consequences of democratic citizens’ policy agendas: A study of popular concern about global warming. Climatic Change doi: 10.1007/s10584-006-9068-S.
  • [8] Wood, B.D. and A. Vedlitz (2007) Issue definition, information processing, and the politics of global warming. American Journal of Political Science 51(3):552–568.
  • [9] Nisbet, M.C. and T. Myers (2007) Twenty years of public opinion about global warming. Public Opinion Quarterly 71(3):444–470.
  • [10] Shwom, R., A. Dan and T. Dietz (2008) The effects of information and state of residenceon climate change policy preferences, Climatic Change, 90:343–358DOI 10.1007/s10584-008-9428-7
  • [11] DEFRA (Department for Environment, Food, and Rural Affairs) (2004) Review of the UK Climate Change Program: Consultation Paper. London: HMSO.
  • [12] DEFRA /2997) Survey of public attitudes and behaviours toward the environment: 2007 Department for Environment, Food and Rural Affairs, London (2007). Available from: http://archive.defra.gov.uk/evidence/statistics/environment/pubatt/
  • [13] Norton, A. and Leaman, J. (2004) The Day After Tomorrow: Public Opinion on Climate Change. London: MORI. Social Research Institute.
  • [14] Hinds, K., Carmichael, C. and Snowling, H. (2002) Public Attitudes to the Environment in Scotland 2002. Edinburgh: Scottish Executive.
  • [15] Bostrom, A., Morgan, M.G., Fischhoff, B. and Read, D. (1994) “What Do People Know about Global Climate Change? 1. Mental Models,” Risk Analysis 14(6): 959–70.
  • [16] Bulkeley, H. (2000) “Common Knowledge? Public Understanding of Climate Change in Newcastle, Australia,” Public Understanding of Science 9: 313–33.
  • [17] Houghton, J., ed. (2004) Global Warming: The Complete Briefing, 3rd edn. Cambridge: Cambridge University Press.
  • [18] Hargreaves, I., Lewis, J. and Speers, T. (2003) Towards a Better Map: Science, the Public and the Media. London: Economic and Social Research Council.
  • [19] Hamilton, L.C. (2011) Education, politics and opinions about climate change Evidence for interaction effects, Climatic Change (2011) 104:231–242.
  • [20] Corbett, J.B. and Durfee, J.L. (2004) “Testing Public (Un)Certainty of Science: Media Representations of Global Warming,” Science Communication 26(2): 129–51.
  • [21] IPCC (Intergovernmental Panel on Climate Change) (2001) Climate Change 2001: Impacts, Adaptation, and Vulnerability. Summary for Policymakers. Cambridge: Cambridge University Press.
  • [22] O'Connor, R. E., Bord, R. J. & Fisher, A. Risk perceptions, general environmental beliefs, and willingness to address climate change. Risk Anal. 19,461_471 (1999).
  • [23] Oztas, F., Oztas, H (2016) What Do Beginner Biology Teacher Candidates Know of Genetics and Genes? Journal of Education and Practice, 7 (30):131-138.
  • [24] Oztas,F, Tanrıverdi,H , Oztas, H (2014) School students dilemma about environmental rules and attitudes. Do they realy feel responsibility for the environment? Journal of Environmental Protection and Ecology 15, No 3A, 1482–1492.
  • [25] Solomon, J. (1985) Learning and Evaluation: A Study of School Children's Views on the Social Uses of Energy, Social Studies of Science, 15 (2) 343-371.

Climate Change, Education and Biology Teacher Candidates

Year 2025, Volume: 9 Issue: 1, 25 - 32

Haydar Öztaş , Fulya Öztaş

Abstract

Today, young people's environmental attitudes are seen as particularly important in solving environmental problems. Therefore, it is necessary to accept that effective environmental education is important for school-age children. A sustainable life cycle is only possible if individuals adopt a lifestyle that is respectful and tolerant to the environment, based on ecological balance. For this reason, sustainable lifestyles must be in a way that does not harm the living conditions of underdeveloped societies and other living creatures in nature. However, although environmental problems are well known by society in these societies, there are always fundamental differences between scientific environmental values and environmental values adopted by society.
For this reason, it is possible to say that the training and achievements of Biology teachers, who are the essential elements of biology and environmental education in high schools, are important in teaching students’ awareness, attitudes and behaviors towards environmental problems. In this study, it has been discussed how to make prospective biology teachers more sensitive to the environment, global warming and climate change. how the basic Biology knowledge and environmental attitudes of teacher candidates can be made more useful to high school students.
Based on this study, it is possible to say that prospective biology teachers are generally aware of the relationship between environmental changes and climate change. However, in the education of Biology teachers, discussing how the environment, global warming, greenhouse gas effects and the resulting gradual climate changes can be minimized by providing education to local schools is becoming increasingly important in biology education.

Keywords

Climate change education biology teacher education

Ethical Statement

Orijinal bir çalışma olup, akademik kurallara riayet edilmiştir.

Project Number

Fulya Öztaş, Haydr Öztaş

References

  • [1] Schultz, P.W., Zelezny, L. & Dalrymple, N. J. A multinational perspective on the relation between Judeo-Christian religious beliefs and attitudes of environmental concern. Environ. Behav. 32, 576_591 (2000).
  • [2] Karp, D. G. (1996). Values and their effects on pro-environmental behavior. Environment and Behavior, 28, 111–133.
  • [3] Dietz, T., A. Dan and R. Shwom (2007) Support for climate change policy: Social psychological and social structural influences. Rural Sociology 72:185–214.
  • [4] The Ashai Glass Foundation (2007) Questionnaire on Environmental Problems and the Survival of Humankind 15-Year Summary, The Ashai Glass Foundation, July, 2017.
  • [5] Oztas, F., Oztas, H (2024) Environmental Problems, Individual and Social Values; A Strange Dilemma International Journal of Environmental Trends (IJENT) 2024; 8 (2),67-7.
  • [6] Özdemir, M.M (2021) İklim Değişikliğinin Yol Açtığı Çevresel Sorunlar Hakkında Biyoloji Öğretmen Adaylarının Görüşlerinin Saptanması (YL Tezi) Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Matematik ve Fen Bilimleri Eğitimi Anabilim Dalı, Biyoloji Eğitimi Bilim Dalı-Konya (in Turkish)
  • [7] Krosnick, J.A., A.L. Holbrook, L. Lowe and P.S. Visser (2006) The origins and consequences of democratic citizens’ policy agendas: A study of popular concern about global warming. Climatic Change doi: 10.1007/s10584-006-9068-S.
  • [8] Wood, B.D. and A. Vedlitz (2007) Issue definition, information processing, and the politics of global warming. American Journal of Political Science 51(3):552–568.
  • [9] Nisbet, M.C. and T. Myers (2007) Twenty years of public opinion about global warming. Public Opinion Quarterly 71(3):444–470.
  • [10] Shwom, R., A. Dan and T. Dietz (2008) The effects of information and state of residenceon climate change policy preferences, Climatic Change, 90:343–358DOI 10.1007/s10584-008-9428-7
  • [11] DEFRA (Department for Environment, Food, and Rural Affairs) (2004) Review of the UK Climate Change Program: Consultation Paper. London: HMSO.
  • [12] DEFRA /2997) Survey of public attitudes and behaviours toward the environment: 2007 Department for Environment, Food and Rural Affairs, London (2007). Available from: http://archive.defra.gov.uk/evidence/statistics/environment/pubatt/
  • [13] Norton, A. and Leaman, J. (2004) The Day After Tomorrow: Public Opinion on Climate Change. London: MORI. Social Research Institute.
  • [14] Hinds, K., Carmichael, C. and Snowling, H. (2002) Public Attitudes to the Environment in Scotland 2002. Edinburgh: Scottish Executive.
  • [15] Bostrom, A., Morgan, M.G., Fischhoff, B. and Read, D. (1994) “What Do People Know about Global Climate Change? 1. Mental Models,” Risk Analysis 14(6): 959–70.
  • [16] Bulkeley, H. (2000) “Common Knowledge? Public Understanding of Climate Change in Newcastle, Australia,” Public Understanding of Science 9: 313–33.
  • [17] Houghton, J., ed. (2004) Global Warming: The Complete Briefing, 3rd edn. Cambridge: Cambridge University Press.
  • [18] Hargreaves, I., Lewis, J. and Speers, T. (2003) Towards a Better Map: Science, the Public and the Media. London: Economic and Social Research Council.
  • [19] Hamilton, L.C. (2011) Education, politics and opinions about climate change Evidence for interaction effects, Climatic Change (2011) 104:231–242.
  • [20] Corbett, J.B. and Durfee, J.L. (2004) “Testing Public (Un)Certainty of Science: Media Representations of Global Warming,” Science Communication 26(2): 129–51.
  • [21] IPCC (Intergovernmental Panel on Climate Change) (2001) Climate Change 2001: Impacts, Adaptation, and Vulnerability. Summary for Policymakers. Cambridge: Cambridge University Press.
  • [22] O'Connor, R. E., Bord, R. J. & Fisher, A. Risk perceptions, general environmental beliefs, and willingness to address climate change. Risk Anal. 19,461_471 (1999).
  • [23] Oztas, F., Oztas, H (2016) What Do Beginner Biology Teacher Candidates Know of Genetics and Genes? Journal of Education and Practice, 7 (30):131-138.
  • [24] Oztas,F, Tanrıverdi,H , Oztas, H (2014) School students dilemma about environmental rules and attitudes. Do they realy feel responsibility for the environment? Journal of Environmental Protection and Ecology 15, No 3A, 1482–1492.
  • [25] Solomon, J. (1985) Learning and Evaluation: A Study of School Children's Views on the Social Uses of Energy, Social Studies of Science, 15 (2) 343-371.
There are 25 citations in total.

Details

Primary Language English
Subjects Environmental Education and Extension
Journal Section Articles
Authors

Haydar Öztaş

Fulya Öztaş 0000-0002-0597-3894

Project Number Fulya Öztaş, Haydr Öztaş
Early Pub Date June 23, 2025
Publication Date
Submission Date March 21, 2025
Acceptance Date June 23, 2025
Published in Issue Year 2025 Volume: 9 Issue: 1

Cite

APA Öztaş, H., & Öztaş, F. (2025). Climate Change, Education and Biology Teacher Candidates. Uluslararası Çevresel Eğilimler Dergisi, 9(1), 25-32.
AMA Öztaş H, Öztaş F. Climate Change, Education and Biology Teacher Candidates. IJENT. June 2025;9(1):25-32.
Chicago Öztaş, Haydar, and Fulya Öztaş. “Climate Change, Education and Biology Teacher Candidates”. Uluslararası Çevresel Eğilimler Dergisi 9, no. 1 (June 2025): 25-32.
EndNote Öztaş H, Öztaş F (June 1, 2025) Climate Change, Education and Biology Teacher Candidates. Uluslararası Çevresel Eğilimler Dergisi 9 1 25–32.
IEEE H. Öztaş and F. Öztaş, “Climate Change, Education and Biology Teacher Candidates”, IJENT, vol. 9, no. 1, pp. 25–32, 2025.
ISNAD Öztaş, Haydar - Öztaş, Fulya. “Climate Change, Education and Biology Teacher Candidates”. Uluslararası Çevresel Eğilimler Dergisi 9/1 (June 2025), 25-32.
JAMA Öztaş H, Öztaş F. Climate Change, Education and Biology Teacher Candidates. IJENT. 2025;9:25–32.
MLA Öztaş, Haydar and Fulya Öztaş. “Climate Change, Education and Biology Teacher Candidates”. Uluslararası Çevresel Eğilimler Dergisi, vol. 9, no. 1, 2025, pp. 25-32.
Vancouver Öztaş H, Öztaş F. Climate Change, Education and Biology Teacher Candidates. IJENT. 2025;9(1):25-32.
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Environmental Engineering, Environmental Sustainability and Development, Industrial Waste Issues and Management, Global warming and Climate Change, Environmental Law, Environmental Developments and Legislation, Environmental Protection, Biotechnology and Environment, Fossil Fuels and Renewable Energy, Chemical Engineering, Civil Engineering, Geological Engineering, Mining Engineering, Agriculture Engineering, Biology, Chemistry, Physics,