Pre–service Primary teachers’ perspectives on current climate change socio-scientific issues

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Published: Sep 13, 2024
DOI: https://doi.org/10.12681/codiste.6930
Keywords:
Socioscientific issues Climate change Argumentation
Athanasia Kokolaki
Department of Primary Education, University of Crete
Nikos Kapelonis
Department of Primary Education, University of Crete
Dimitris Stavrou
Department of Primary Education, University of Crete
Abstract

The present study explores pre - service primary teachers (PPTs) perspectives on socioscientific issues regarding climate change mitigation measures. Particularly, 18 PPTs participated in the study. Initially, they got familiar with the scientific aspects of climate change. Subsequently, they explored the multiple perspectives of diverse stakeholders such as the EU, Non-Governmental-Organizations, activists etc., and expressed their views. Data was collected through the audio-recordings of PPTs’ discussions as well as the worksheets they completed. The results reveal that PPTs justify their views based mainly on societal and economic factors while the scientific aspects in their perspectives were limited.  

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