An investigation of science teachers knowlodge, attitudes and enviromental behaviours regarding global warming in relation to various variables

This study aims to examine science teachers' levels of attitude, knowledge, and environmental behavior regarding global warming, whether these levels differ according to various variables, and also to investigate the relationships among their attitudes, knowledge, and environmental behavior related to global warming. In line with this aim, the relational survey model, one of the quantitative research methods, was employed. The study group consisted of 201 science teachers selected through a simple random sampling method. In the data collection process, a "Personal Information Form," the "Global Warming Knowledge Scale," the "Global Warming Attitude Scale," and the "Environmentally Friendly Behavior Scale" were used. Teachers' knowledge and attitudes toward global warming, as well as their levels of environmental behavior, were evaluated based on variables such as gender, professional experience, opinions on who should take more responsibility in combating global warming, the degree of concern they feel about global warming, their thoughts on how soon global warming will affect the world, their willingness to make personal lifestyle changes to prevent it, how frequently they follow developments related to global warming and environmental issues in daily life, and whether they assign environmental projects to their students. In the analysis of the data, an independent samples t-test and one-way analysis of variance (ANOVA) were applied. As a result of the study, it was found that science teachers had high levels of knowledge and attitudes toward global warming, as well as high average levels of environmental behavior. Furthermore, it was determined that their knowledge and attitudes regarding global warming, along with their environmental behavior levels, significantly differed according to the independent variables examined in the study. In addition, the study revealed a moderate and positive correlation between teachers' knowledge about global warming and their attitudes toward it, a strong and positive correlation between their attitudes toward global warming and their environmental behaviors, and a moderate and positive correlation between their knowledge and environmental behaviors. Based on the findings, several recommendations were proposed.