What ideas about climate change do future science teachers possess and how do they integrate them when arguing about greenhouse effect? A case study
Climate change is one of the socio-environmental problems with the greatest complexity and media impact in the world. However, difficulties have been observed in its understanding. In this study, we worked on this social problem in the classroom through argumentation, from the evaluation of differen...
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| Format: | Article |
| Language: | English |
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Universidad de Deusto
2025-06-01
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| Series: | Tuning Journal for Higher Education |
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| Online Access: | https://tuningjournal.org/article/view/3020 |
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| author | Marina Martínez-Carmona Beatriz Bravo-Torija Luisa López-Banet |
| author_facet | Marina Martínez-Carmona Beatriz Bravo-Torija Luisa López-Banet |
| author_sort | Marina Martínez-Carmona |
| collection | DOAJ |
| description | Climate change is one of the socio-environmental problems with the greatest complexity and media impact in the world. However, difficulties have been observed in its understanding. In this study, we worked on this social problem in the classroom through argumentation, from the evaluation of different statements made about the causes and consequences of climate change, considering the evidence provided. The study was carried out with a group of 18 future physics and chemistry teachers to encourage argumentation. They had to write an essay expressing their opinion about a statement extracted from a news item, considering whether the big corporations that manage hydrocarbon reserves are really responsible for denialism, containing arguments that supported and refuted the theory. The data collected and analysed were their essays and their answers to the question: How do you think gases can affect the increase in temperature? The analysis is framed in qualitative content analysis. The results show that justifications based on evidence from reliable sources were scarce, being mostly opinions. Future teachers have difficulty in both assessing the reliability of data and integrating evidence in their justifications. They positively valued the activity and expressed their intention to put it into practice in their professional future. We consider it essential that initial teacher training includes how to teach the same activities that it would be desirable for teachers to put into practice.
Received: 23 April 2024
Accepted: 21 January 2025 |
| format | Article |
| id | doaj-art-35b647ea5d0045eb9b191743e1986413 |
| institution | Kabale University |
| issn | 2340-8170 2386-3137 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Universidad de Deusto |
| record_format | Article |
| series | Tuning Journal for Higher Education |
| spelling | doaj-art-35b647ea5d0045eb9b191743e19864132025-08-20T03:31:20ZengUniversidad de DeustoTuning Journal for Higher Education2340-81702386-31372025-06-0112110.18543/tjhe.30203020What ideas about climate change do future science teachers possess and how do they integrate them when arguing about greenhouse effect? A case studyMarina Martínez-Carmona0Beatriz Bravo-Torija1Luisa López-Banet2University of Murcia, SpainAutonomous University of Madrid, SpainUniversity of Murcia, SpainClimate change is one of the socio-environmental problems with the greatest complexity and media impact in the world. However, difficulties have been observed in its understanding. In this study, we worked on this social problem in the classroom through argumentation, from the evaluation of different statements made about the causes and consequences of climate change, considering the evidence provided. The study was carried out with a group of 18 future physics and chemistry teachers to encourage argumentation. They had to write an essay expressing their opinion about a statement extracted from a news item, considering whether the big corporations that manage hydrocarbon reserves are really responsible for denialism, containing arguments that supported and refuted the theory. The data collected and analysed were their essays and their answers to the question: How do you think gases can affect the increase in temperature? The analysis is framed in qualitative content analysis. The results show that justifications based on evidence from reliable sources were scarce, being mostly opinions. Future teachers have difficulty in both assessing the reliability of data and integrating evidence in their justifications. They positively valued the activity and expressed their intention to put it into practice in their professional future. We consider it essential that initial teacher training includes how to teach the same activities that it would be desirable for teachers to put into practice. Received: 23 April 2024 Accepted: 21 January 2025https://tuningjournal.org/article/view/3020climate changegreenhouse effectargumentationhigher educationinitial teacher training |
| spellingShingle | Marina Martínez-Carmona Beatriz Bravo-Torija Luisa López-Banet What ideas about climate change do future science teachers possess and how do they integrate them when arguing about greenhouse effect? A case study Tuning Journal for Higher Education climate change greenhouse effect argumentation higher education initial teacher training |
| title | What ideas about climate change do future science teachers possess and how do they integrate them when arguing about greenhouse effect? A case study |
| title_full | What ideas about climate change do future science teachers possess and how do they integrate them when arguing about greenhouse effect? A case study |
| title_fullStr | What ideas about climate change do future science teachers possess and how do they integrate them when arguing about greenhouse effect? A case study |
| title_full_unstemmed | What ideas about climate change do future science teachers possess and how do they integrate them when arguing about greenhouse effect? A case study |
| title_short | What ideas about climate change do future science teachers possess and how do they integrate them when arguing about greenhouse effect? A case study |
| title_sort | what ideas about climate change do future science teachers possess and how do they integrate them when arguing about greenhouse effect a case study |
| topic | climate change greenhouse effect argumentation higher education initial teacher training |
| url | https://tuningjournal.org/article/view/3020 |
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