What ideas about climate change do future science teachers  possess and how do they integrate them when arguing about  greenhouse effect? A case study

Marina Martínez-Carmona; Beatriz Bravo-Torija; Luisa López-Banet

doi:10.18543/tjhe.3020

Marina Martínez-Carmona University of Murcia, Spain
Beatriz Bravo-Torija Autonomous University of Madrid, Spain
Luisa López-Banet University of Murcia, Spain

Keywords: climate change, greenhouse effect, argumentation, higher education, initial teacher training

Abstract

Climate change is one of the socio-environmental problems with the greatest complexity and media impact in the world. However, difficulties have been observed in its understanding. In this study, we worked on this social problem in the classroom through argumentation, from the evaluation of different statements made about the causes and consequences of climate change, considering the evidence provided. The study was carried out with a group of 18 future physics and chemistry teachers to encourage argumentation. They had to write an essay expressing their opinion about a statement extracted from a news item, considering whether the big corporations that manage hydrocarbon reserves are really responsible for denialism, containing arguments that supported and refuted the theory. The data collected and analysed were their essays and their answers to the question: How do you think gases can affect the increase in temperature? The analysis is framed in qualitative content analysis. The results show that justifications based on evidence from reliable sources were scarce, being mostly opinions. Future teachers have difficulty in both assessing the reliability of data and integrating evidence in their justifications. They positively valued the activity and expressed their intention to put it into practice in their professional future. We consider it essential that initial teacher training includes how to teach the same activities that it would be desirable for teachers to put into practice.

Received: 23 April 2024
Accepted: 21 January 2025

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Author Biographies

Marina Martínez-Carmona, University of Murcia, Spain

PhD in Chemistry from the Universidad Complutense de Madrid, Spain. She is a full-time lecturer in the Department of Didactics of Experimental Sciences at the Universidad de Murcia, Spain. Her research focuses on the use of active methodologies—such as inquiry-based learning, argumentation, game based learning, and gamification—for developing scientific professional competencies in pre-service teachers. She teaches in Master’s programs in Secondary Education as well as in the Bachelor’s Degree in Primary Education. Dr. Martínez Carmona serves as a reviewer for several journals, including the Eurasia Journal of Mathematics, Science and Technology Education and Eureka. She has participated in over 40 conferences on chemistry and education and has published more than 30 scientific articles in these fields.

Beatriz Bravo-Torija, Autonomous University of Madrid, Spain

PhD in Science Education from the University of Santiago de Compostela, Spain. She is currently a Full University Professor in the Department of Specific Didactics (area of Science Education) at the Autonomous University of Madrid since 2023. She has previously been an associate professor in the faculties of Education at the universities of Santiago de Compostela, Granada and Zaragoza, all in Spain, teaching Master’s degrees in Secondary Education, and Degrees in Early Childhood and Primary Education. She has participated both in national and international projects from which more than 60 conference communications and scientific publications on argumentation and modelling in socio-scientific problems have derived. She is reviewing for different journals such as International Journal of Science and Mathematics Education, the Journal of Biological Education or Enseñanza de las Ciencias.

Luisa López-Banet, University of Murcia, Spain

PhD in Science Education from the University of Granada, Spain, and PhD in Chemistry from the University of Murcia, Spain. She works as a Full-time lecturer in the Department of Didactics of Experimental Sciences at the University of Murcia. She has participated in various conferences and publications on the design, implementation and evaluation of didactic proposals. Her research focuses on the training of science teachers in early childhood, primary and secondary education. She has been the IP of a national project from which more than 20 conference communications and scientific publications have derived. She is reviewing for different journals of Education.

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