Analysis of knowledge and attitude of science teachers about global warming

In this study, it is aimed to investigate the attitudes and knowledge levels of the students in the Department of Science Education about global warming, according to which variables they differ and the relationship between them. In this study, in which the scanning model was used, the data were collected in 2018-2019 and 2019-2020 academic years. The study group of the study consists of 110 students studying in the 1st, 2nd, 3rd and 4th grades of Ahi Evran University in Kırşehir and 150 students studying in the 1st, 2nd, 3rd and 4th grades of Hacettepe University in Ankara. The data of the study were collected by two different 5-grade Likert-type data collection tools, namely the Global Warming Knowledge Test and the Global Warming Attitude Scale, which were taken from the literature. The data of the study were collected by two different 5-grade Likert-type data collection tools, namely the Global Warming Knowledge Test and the Global Warming Attitude Scale, which were taken from the literature. Collected quantitative data were analyzed with the SPSS statistical package program. According to the results of the study, a weak and positive relationship was found between the global warming attitude levels of the students and their level of knowledge. It was found that the knowledge levels and attitudes of the teacher candidates did not differ significantly depending on their gender and grade level. It is understood that the global warming knowledge levels of teacher candidates differ significantly depending on gender. It is seen that teacher candidates' attitudes towards global warming do not differ statistically significantly according to universities. It was suggested that it would be appropriate for pre-service science teachers to give more importance to global warming issues and to allocate more space to this subject in undergraduate programs in order for prospective teachers to have sufficient knowledge and equipment about global warming.