Science teachers' knowledge attitudes and behavior levels towards global climate change and their views on teaching

The aim of this study is to determine science teachers' knowledge, attitudes, and behavior levels regarding climate change, as well as their views on teaching climate change. In this context, the study revealed science teachers' readiness and knowledge levels concerning climate change education. A simple random sampling method was used for sample selection. The study group consisted of 149 science teachers working in Denizli, Türkiye. This thesis employed an explanatory sequential design, a type of mixed methods research, combining both quantitative and qualitative data collection techniques. Data were collected in two phases. In the first phase, the Global Warming Knowledge Scale (26 items, 5-point Likert-type; Eroğlu, 2016), the Global Warming Attitude Scale (37 items; Bozdoğan, 2009), and the Environmentally Friendly Behavior Scale (14 items; Hiğde, Öztekin & Şahin, 2017) were used. In the second phase, a semi-structured interview form developed by the researcher, consisting of five questions, was administered to 15 randomly selected science teachers from the sample. Quantitative data were analyzed using SPSS 27, and qualitative data were analyzed through content analysis. The results indicated that participating teachers generally had adequate knowledge and displayed positive attitudes and behaviors toward climate change. Significant and positive relationships were found between teachers' levels of knowledge and their attitudes, attitudes and behaviors, as well as knowledge and behaviors. It was observed that teachers' knowledge levels influenced their attitudes and behaviors. Regarding the causes of climate change, most participants attributed it to irresponsible human behavior. The most frequently cited consequences of climate change were seasonal shifts and changes in weather patterns. Many teachers emphasized the importance of individuals fulfilling their personal responsibilities to combat climate change. Additionally, participants expressed the need for practical, activity-based teaching practices to enhance the effectiveness of classroom implementation. Keywords: Global Climate Change, Environmental Education, Knowledge, Attitude, Environmentally Friendly Behavior, Climate Literacy