Investigation of pre-service clasroom teachers' attitudes towards global warming and their knowledge levels

The present study aims to examine the attitudes of prospective classroom teachers towards global warming and their level of knowledge on this subject. The research was conducted during the fall semester of the 2023-2024 academic year with a total of 135 prospective classroom teachers enrolled in the Classroom Education undergraduate program at Kastamonu University's Faculty of Education. This study employed a correlational survey model, a quantitative research method. The data collection tools employed in this study were the "Global Warming Knowledge Scale", developed by Eroğlu (2016), and the "Global Warming Attitude Scale", developed by Bozdoğan (2009). The data collection tools were presented to the teacher candidates, who were then given a period of time in which to respond to the questions. A subsequent examination of the study's findings revealed a statistically significant discrepancy in favour of second-year teacher candidates with regard to their knowledge level concerning global warming. The findings revealed that there was no statistically significant difference in the attitudes of classroom teacher candidates towards global warming according to grade levels. The findings suggest the presence of a modest positive and significant relationship between the attitudes of classroom teacher candidates towards global warming and their knowledge levels. Moreover, the findings of the research demonstrate that gender does not exert a significant influence on teacher candidates' attitudes towards global warming and their levels of knowledge. In this regard, recommendations have been made for the integration of current and innovative educational content, as well as practical activities and projects into the education process. It is anticipated that this will enable teacher candidates to develop their knowledge and attitudes toward global warming simultaneously.