Examination of Ninth Grade Students' Opinions on Global Warming and Climate Change by Photo Interview Technique
DOI:
https://doi.org/10.52963/PERR_Biruni_V12.N3.05Keywords:
Global climate change , Global warming , Ninth grade students, Photo interview technique, Environmental problemsAbstract
The main problem underlying environmental problems is that people do not have sufficient environmental awareness and do not attach importance to such problems. In this context, the aim of this research is to determine the readiness of the 9th grade students towards global warming and climate change. In this research, 2020-2021 academic year, there are 9 students studying in the 9th grade of a public high school in one of the districts of Aydın in Türkiye. The study is a descriptive study and data diversity was made. The interviews with the students were made with the photo interview technique using a semi-structured interview form, and the findings were analyzed using descriptive analysis. The students stated that the reason for global climate change is mostly the use of fossil fuels and the unconscious behaviors of people, they stated that there will be drought in the future and the world is in great danger. The students stated that the use of the photo interview technique in the study made it easier for them to express themselves, they were better adapted to the subject, and they conveyed their ideas about the subject more accurately and better. It has been observed that 9th grade students have limited ideas about global warming and climate change, some students confuse these concepts and most of the students have misconceptions that global warming is caused by the depletion of the ozone layer. It was concluded that the students had an idea about the precautions to be taken on the subject, and interviewing with the photo interview technique made it easier for the students to express their views on the subject.
Downloads
References
Akgün, A., Duruk, Ü., & Tokur, F. (2017). The effect of the observation trip method on the teacher candidates' views on the environment and environmental education. Route Educational and Social Science Journal, 4(2), 65-82. http://dx.doi.org/10.17121/ressjournal.594
Akgün, İ.H. & Atmaca, Y. (2015). The realization level of the achievements related to ecology subjects in the secondary school 5th, 6th and 7th grade social studies course. Adıyaman University Journal of Educational Sciences, 5(2), 168-189. https://doi.org/10.17984/adyuebd.15602
Aksu, M., Temeloğlu, E., Özkaya E. & Gündeğer, M. (2012). A research on tourism and environmental awareness of students receiving tourism education at high school level. Düzce University Journal of Social Sciences Institute, 2(2), 42-61. https://dergipark.org.tr/en/pub/dusbed/issue/22637/241854
Albe, V. (2008). When scientific knowledge, daily life experience, epistemological and social considerations intersect: Students’ argumentation in group discussions on a socio-scientific issue. Research in Science Education, 38, 67–90. http://dx.doi.org/10.1007/s11165-007-9040-2
Arsal, Z. (2010). Primary school teacher candidates' misconceptions about greenhouse effect. Primary education Online, 9(1), 229-240. https://dergipark.org.tr/en/pub/ilkonline/issue/8596/106965
Arthur, J., Waring, M., Coe, R. & Hedges, L.V. (2017). Research methods and methodologies in education (A. Erözkan & E. Büyüköksüz. Trans. Ed.). Anı Pub. (Original work published 2012). http://digital.casalini.it/9781526412669
Ascherman, E., Dannenburg, U. & Schultz, A.P. (1998). Photographs as retrieval cues for children. Applied Cognitive Psychology, 12(1), 55-66. https://doi.org/10.1002/(SICI)1099-0720(199802)12:1<55::AID-ACP490>3.0.CO;2-E
Atik, A.D. & Doğan, Y. (2019). High school students' views on global climate change. Academy Journal of Educational Sciences, 3(1), 84-100. https://doi.org/10.31805/acjes.569937
Aydın, F. (2014). Determining the knowledge level of secondary school students on global warming. Turkish Journal of Education, 3(4), 15-27. https://doi.org/10.19128/turje.7299116
Ayvacı, H. Ş. & Çoruhlu, T. Ş. (2009). A developmental research on students' perspectives on global environmental problems and determining their misconceptions. Journal of Hasan Ali Yücel Education Faculty,12(2), 11-25. https://dergipark.org.tr/en/pub/iuhayefd/issue/8793/10989
Bozdoğan, A. E. (2011). A compilation of studies in the field of education on the problem of global warming. Educational Sciences in Theory and Practice,11(3), 1609-1624. https://www.researchgate.net/publication/286644441
Bozkurt, O. & Kaya, O. N. (2008). Teaching about ozone layer depletion in Türkiye: Pedagogical content knowledge of science teachers. Public Understanding of Science, 17, 261- 276. https://doi.org/10.1177/0963662506071787
Demirbaş, M., Pektaş, M.H. (2009). The level of primary school students' realization of basic concepts related to environmental problems. Necatibey Education Faculty Electronic Science and Mathematics Education Journal, 3(2), 195–211. https://doi.org/10.17509/jsl.v5i3.43141
Demircan, M., Turan, N., Arabacı, H., Coşkun, M., Türkoğlu, N. & Çiçek, İ. (2016). Analysis of climate change news and columns in the print media according to the agenda setting model. TÜCAUM International Geography Symposium, 13-14 October 2016, Ankara. https://www.researchgate.net/publication/317063619
Demirkaya, H. (2008). Global Warming Understandings and Learning Styles: A Phenomenographic Analysis of Primary School Teacher Candidates. Educational Sciences: Theory and Practice, 8 (1), 51-58. https://eric.ed.gov/?id=EJ796248
Entin, A.D. (1979). Reflection on families. Photo Therapy Quarterly, 2(2), 19-21. https://scholar.google.com/scholar_lookup?title=%E2%80%98Reflection+of+families%E2%80%99&publication_year=1979&journal=Photo+Therapy+Quarterly&pages=19-21
Ergin, A., Akbay, B., Özdemir, C & Uzun, U. S. (2017). Knowledge, attitudes and behaviors of medical school students about global warming and its effects on health. Pamukkale Medical Journal, 2, 172-180. https://doi.org/10.5505/ptd.2017.15428
Eroğlu B. & Aydoğdu M. (2016). Determining the knowledge level of science teacher candidates about global warming. Uludag University Journal of Education Faculty, 29 (2), 345-374. Retrieved from https://dergipark.org.tr/tr/pub/uefad/issue/26859/282476
Hazel, N. (1995). Eliciting techniques with young people. University of Surrey Press. http://sru.soc.surrey.ac.uk/SRU12.html
Khalid, T. (2003). Pre-service high school teachers’ perceptions of three environmental phenomena. Environmental Education Research, 9(1), 35-50. https://doi.org/10.1080/13504620303466
Kılınç, A., Stanisstreet, M., & Boyes, E. (2008). Turkish students’ ideas about global warming. International Journal of Environmental & Science Education, 3(2), 89–98. https://www.researchgate.net/publication/229007719
Kolsto, S. D. (2006). Science students’ critical examination of scientific information related to socio-scientific issues Extended version with extra citations from students’ examinations of information. Condensed version published in Science Education, 90:632– 655. https://doi.org/10.1002/sce.20133
Ministry of National Education/MEB (MoNE). (2018). Science lesson curriculum (primary and secondary school 3,4,5,6,7 and 8th grades).
Oulton,C., Dillon, J., & Grace, M.M.(2004).Reconceptualizing the teaching of controversial issues. International Journal of Science Education, 19, 411-423. https://doi.org/10.1080/0950069032000072746
Özdemir, O. (2010). The effect of environmental education based on nature experience on primary school students' perceptions and behaviors towards their environment. Pamukkale University Faculty of Education Journal, 27, 125- 138. https://dergipark.org.tr/en/pub/pauefd/issue/11116/132935
Rasmussen, K. (2004). Places for children—Children’s places. Childhood, 11(2), 155-173. https://doi.org/10.1177/0907568204043053
Sadler, T.D. (2004). Informal reasoning regarding socio-scientific issues: a critical review of research. Journal of Research in Science Teaching, 41(5), https://doi.org/10.1002/tea.20009
Salmon, K. (2001). Remembering and reporting by children: The influence of cues and props. Clinical Psychology Review, 21, 267-300. https://doi.org/10.1016/S0272-7358(99)00048-3
Smith, F., & Barker, J. (2000). Contested spaces: Children’s experiences of out of school care in England Wales. Childhood, 7(3), 315-333. https://doi.org/10.1177/0907568200007003005
Swim, J. K., Clayton, S., & Howard, G. S. (2011). Human behavioral contributions to climate change psychological and contextual drivers. American Psychologist, 66(4), 251-264. https://doi.org/10.1037/a0023472
Thinkler, P. (2014). Using photographs in social and historical research. Photo-interviews: Listening to Talk about Photos, pp: 173-194. https://doi.org/10.4135/9781446288016
Topçu, S. (2015). Socio-scientific issues and teaching. PegemA Pub.
Wu, Y.T. & Tsai, C. (2011). High school students' informal reasoning regarding a socio-scientific issue, with relation to scientific epistemological beliefs and cognitive structures. International Journal of Science Education, 33(3), 371-400. https://doi.org/10.1080/09500690903505661
Yalçın, F. (2010). A study on the determination of knowledge levels and misconceptions of primary school students about global warming and greenhouse effect. [Master Thesis], Gazi University, Ankara. http://tez2.yok.gov.tr/
Yıldırım, A. & Şimşek, H. (2016). Qualitative esearch methods in social sciences, 10th ed. Seçkin Pub.
Ziller, R. C. (1990). Photographing the self. Sage Publications.
Additional Files
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Psycho-Educational Research Reviews
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
