Trainee science teachers’ ideas about environmental problems caused by vehicle emissions

This study offers a useful warning to science educators about some of the learning problems some trainee science teachers may be facing as they enter the classroom as environmental educators themselves.It is important for teachers to provide scientifically accurate or reliable knowledge about environmental problems. It is suggested that education should focus on scientifically accurate or reliable knowledge during teacher training and learning processes. Complicated and confusing issues should be examined together and trainers should discuss the differences in the issues. It is concluded in this study that Turkish undergraduate students have some confused ideas and little specific knowledge about the effects of cars on the environment. Also, little knowledge exists about the way in which students view the motor vehicle as an environmental problem. Perhaps trainee science teachers obtain scientifically inaccurate or unreliable knowledge through the media.

The results of such a study can guide and support environmental education curriculum. It is suggested that the Turkish environmental curriculum should be improved to include required knowledge about cars and the environment. Scientifically accurate or reliable knowledge is necessary for the students, who are the next generation of car drivers and owners, to protect the environment.

Activity-based science classrooms should play an active role in environmental education. Teachers should help students realize how they can prevent or manage environmental problems caused by cars. Some students’ misconceptions may arise from scientifically inaccurate or unreliable understanding passed along by their teachers (Groves and Pugh, 1999). Environmental education should involve the largest possible section of the society, including parents and pre-school teachers (Daskolia et al., 2006). To strengthen students’ environmental knowledge, which improves environmental attitude (Asunta, 2003; Pe’er et al., 2007), they should be engaged in some environmental activities.

Acknowledgements

I wish to thank Martin Stanisstreet and Eddie Boyes for giving me permission to use their questionnaire in this study.