Elementary science trainee teachers’ perceptions and conceptual models of the ozone layer

Abstract

The aim of this study was to investigate elementary science trainee teachers’ perceptions, misconceptions and conceptual models regarding the ozone layer. A mixed method was used. In Study 1, a questionnaire was administered to trainee teachers (N = 106) before and after instruction of an environmental chemistry course. The questionnaire consisted of 10 multiple-choice questions. The results revealed that while the trainee teachers had a good understanding of ozone-layer depletion, some thought that the ozone layer helps the world to keep getting warm. The trainee teachers were aware that the ozone layer is in danger and believed that many varied forms of pollution are the cause. Nearly half accessed their knowledge about ozone-layer depletion through informal sources such as TV, the Internet, newspapers and journals. In Study 2, an open-ended questionnaire was administered to the trainee teachers (N = 26) after instruction of the same course. Three conceptual models emerged from the trainee teachers’ written responses and drawings about the function of the ozone layer. These models were ozone layer as a filter and reflector, a protective cover and a barrier.

Keywords:

• elementary science trainee teachers
• perceptions
• misconceptions
• conceptual models
• ozone-layer depletion