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Subject: pre-service teachers

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    Article
    Citation - WoS: 23
    Citation - Scopus: 30
    A Model for Pre-Service Teachers' Climate Change Awareness and Willingness To Act for Pro-Climate Change Friendly Behavior: Adaptation of Awareness To Climate Change Questionnaire
    (Routledge Journals, Taylor & Francis Ltd, 2015) Dal, Burckin; Alper, Umut; Ozdem-Yilmaz, Yasemin; Ozturk, Nilay; Sonmez, Duygu
    Public awareness of the negative effects of climate change is vital since it leads to collective action for prevention and adaptation. However, investigations on to what extent people are aware of the climate change issue are rare in the literature. The present study reported the adaptation process of awareness to climate change questionnaire into Turkish, and tested the conceptual model of willingness to act for pro-climate change friendly behavior in Turkish context. For these purposes, the questionnaire was administered to 603 pre-service teachers. The study also provided an insight through the analysis of the questionnaire for pre-service teachers' ideas about climate change and the terms related to climate change with an aim to provide information that can be useful for the international and national audiences. Therefore, the findings of the project shed light on to pre-service teachers' awareness regarding impacts of climate change, individual and industry initiative friendly behavior through a conceptual model.
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    Article
    Citation - Scopus: 5
    Flipped Learning Model - Learning Style Interaction: Supporting Pre-Service Teachers on Science Teaching Methods and Personal Epistemologies
    (International Council of Associations for Science Education (ICASE), 2022) Cam,A.; Arslan,H.O.; Cigdemoglu,C.
    This study revealed how the flipped learning model interacted with the learning styles of primary pre-service teachers. In addition, the impact of the flipped model on participants' science teaching course achievement and personal epistemologies was investigated. A mixed-method research design was conducted with 27 primary pre-service teachers enrolled in a Science Teaching Course. The flipped classroom model was applied for 15 weeks. The Kolb Learning Style Inventory was distributed to categorize participants under learning styles. Midterm and final exam scores were used as an indicator of course achievement and compared with 30 primary pre-service teachers' achievement from the previous semester. Lesson plans of the participants were analyzed qualitatively to investigate the personal epistemologies of the participants. Analysis indicated that flip learning environment supported "divergers" more than the others on course achievement. The level of sophistication on personal epistemologies changed across learning styles and the method of teaching differed across learning styles. Further studies need to be conducted to reveal how teacher education programs help pre-service teachers improve personal epistemologies and transfer them to their instruction. © 2022 Journal of Open Humanities Data. All rights reserved.