Both experimental and control preservice teachers held knowledge gaps and misconceptions about global warming before instruction, most commonly that global warming happens due to ozone layer depletion¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2016: baselines and conditions change

Subclaims¶

q2 i? Despite passing a prior Environmental Education course, both groups entered the study with misconceptions; the most common, held by 8 control and 10 experimental participants, was that global warming happens due to ozone layer depletion. → Aykut Emre Bozdogan 2011

Evidence¶

Aykut Emre Bozdogan 2011¶

Aykut Emre Bozdogan. (2011). The Effects of Instruction with Visual Materials on the Development of Preservice Elementary Teachers' Knowledge and Attitude Towards Global Warming. TOJET: The Turkish Online Journal of Educational Technology, 10(2). https://eric.ed.gov/?id=EJ932241

q2 · i? · causal · r1

Pretest analysis of open-ended answers in the quasi-experimental study: both groups showed information deficiencies and misconceptions despite 4 hours of prior traditional instruction on global warming; the ozone-layer-depletion misconception was most frequent in both groups.

"The most common misconception both in the control (8 people) and experimental (10 people) groups was that "global warming happens due to ozone layer depletion"."

Discussion¶

Related Claims¶

• Instruction with visual materials rectified more global warming misconceptions than traditional instruction (about 40% versus about 12% success) — related
• Primary students hold characteristic misconceptions about air and air pressure — related
• Visual-materials instruction produced a statistically significant within-group increase in global warming attitudes (d = 0.93), while traditional instruction did not (d = 0.33) — related