Investigating preservice science teachers' understanding of role and distribution of ozone layer and ozone layer depletion through mental models and ontological beliefs /


Thesis Type: Postgraduate

Institution Of The Thesis: Orta Doğu Teknik Üniversitesi, Faculty of Education, Mathematics and Science Education, Turkey

Approval Date: 2012

Student: HİLAL YANIŞ

Supervisor: ÖZGÜL YILMAZ TÜZÜN

Abstract:

The purpose of this study was to investigate preservice science teachers’ mental models about the role and distribution of ozone layer and ozone layer depletion regarding their ontological orientation. This study was conducted with twenty four preservice science teachers who were enrolled in Elementary Science Education Program of Education Faculty of one public university located in Central Anatolia. From each grade level six preservice science teachers were selected; two from low achiever, two from middle achiever and two from high achiever. Moreover, in the study, data were collected by using semi structured interview and interview consists of eleven questions and with five questions having multiple parts. Interview recordings were transcribed and analyzed qualitatively. In the following steps of the analysis, researcher proceeded with the already formed and described codes in an easygoing way. The results revealed that preservice science teachers’ responses were mostly seen as skin cancer and sunburn as harmful effects of ultraviolet rays and preservice science teachers’ responses were mostly seen as activation vitamin D and photosynthesis of plants as beneficial effects of Sun’s rays. Half of preservice science teachers thought that ozone layer exists in the atmosphere. Moreover, preservice science teachers’ responses were mostly seen as perfume, deodorant, car, and spray as harmful materials to ozone layer. Chlorofluorocarbon, carbon monoxide, and carbon-dioxide were the most seen responses as harmful chemicals to ozone layer. Similar misconceptions were identified when compared with past studies. Also, different misconceptions were found in the study. Ten distinct models were formed regarding role and distribution of ozone layer and five distinct models were formed regarding ozone layer depletion. Moreover, absorbing and reflecting surface was mostly seen ontological belief regarding role and distribution of ozone layer. Hole was mostly seen ontological belief regarding ozone layer depletion. Generally, achievement and grade level did not make difference among preservice science teachers forming which type of mental models and having ontological beliefs.