The Greenhouse Effect Conception of the Pre-service Teachers of Kotobe Teacher Training University (KTTU)
Kidanemariam Paulos *
College of Education and Behavioral Studies, Addis Ababa University, P.O.Box 1176, Addis Ababa, Ethiopia
*Author to whom correspondence should be addressed.
Abstract
The main purpose of this study is to appraise the greenhouse effect preconceptions and misconceptions of pre-service teachers. Descriptive survey method was used for the study. The participants of this study were 59 student teachers from Teacher Training University who are in the first year of their study. In the survey, 36 statements which were divided into three subsections regarding the greenhouse effect and ozone depletion with Likert scale choice were administered to 29 geography and 30 biology teacher candidates. Results show that in survey-based conception test geography majors scored slightly higher than biology (mean score of 55.3 to 51.3 and standard deviation 10.8 to 9.4 respectively). Analyses of gender effect reveals that female students scored higher (P<0.01) than male on the conceptual knowledge statements. Results further indicate that both majors grip a lot of misconceptions about the causes and consequences of greenhouse effects. They confuse ozone depletion with greenhouse effect as well as the ways through which they happen. Although many existing studies have produced similar findings, this project is the first of its kind in Ethiopia that generated information which can be used to develop teacher education materials. These findings call for further survey to scrutinize the curriculum and the teaching practices at high schools, universities and teacher education programs.
Keywords: Teacher Training University, pre-service teachers, greenhouse effect, ozone depletion, conceptions, preconceptions, misconceptions