Investigation of teacher's knowledge, awareness and concern towards climate chance

In this research, teacher candidates' knowledge levels, awareness and concerns about climate change were examined. A causal comparative screening model was used in the research. The sample of the study consists of a total of 752 teacher candidates registered in the Science Teaching, Preschool Teaching, Classroom Teaching, Social Studies Teaching and Primary Mathematics Teaching departments. "Global Climate Change Awareness Scale", "Climate Change Knowledge Test" and "Climate Change Anxiety Scale" were used in the study. In the analysis of the data, independent sample t-test analysis was used to determine whether teacher candidates' knowledge levels, awareness and concerns about climate change differ according to the variables of gender and environmental course taking, and one-way analysis of variance for the variables GPA, department, class, type of high school graduated from and place of residence. (ANOVA) and descriptive analysis were performed. As a result of the findings, it was determined that there was a significant difference in the effects of teacher candidates on the natural and human environment, which is the first sub-dimension of the awareness scale on global climate change, depending on the variables of taking environmental courses, department, type of high school graduated, place of residence and class. It has been determined that there is a significant difference in their awareness of global organizations and agreements, which is the second sub-dimension of the awareness scale, according to the variable of taking environmental courses, department and class. It was determined that there was a significant difference in terms of the GANO variable of the energy consumption relationship, which is the fourth sub dimension of the awareness scale. When the knowledge levels of teacher candidates regarding climate change were examined, it was determined that there was a significant difference according to department, GPA and class variables. When prospective teachers' concerns about climate change were examined, it was determined that there was a significant difference in terms of gender, environmental course taking, department and GPA variables. When the knowledge levels, awareness and concerns of teacher candidates regarding climate change were examined, it was concluded that their awareness, anxiety and knowledge levels were high.