Pedagogical Research

• Agboola, O. S., & Emmanuel, M. (2016). Awareness of climate change and sustainable development among undergraduates from two selected universities in Oyo State, Nigeria. World Journal of Education, 6(3), 70-81. https://doi.org/10.5430/wje.v6n3p70
• Aksan, Z., & Celikler, D. (2013). Pre-service elementary teachers’ perceptions and opinions about the greenhouse effect. Journal of Baltic Science Education, 12, 159-177. https://doi.org/10.33225/jbse/13.12.159
• Bernard, H. R. (2013). Social research methods. Qualitative and quantitative approaches. SAGE.
• Bleicher, R. E., & Lambert, J. L. (2013). Pre-service teachers’ perspectives on global climate change. The International Journal of Climate Change: Impacts and Responses, 4(1), 65-72. https://doi.org/10.18848/1835-7156/CGP/v04i01/37152
• Cebesoy, U. B. (2021). Pre-service science teachers’ informal reasoning patterns and risk perceptions in SSI: Case of gene therapy. European Journal of Science and Mathematics Education, 9(4), 211-229. https://doi.org/10.30935/SCIMATH/11237
• Chen, C.-H., & She, H. C. (2012). The impact of recurrent on-line synchronous scientific argumentation on students’ argumentation and conceptual change. Educational Technology and Society, 15(1), 197-210.
• Choi, A., Hand, B., & Norton-Meier, L. (2014). Grade 5 students’ online argumentation about their in-class inquiry investigations. Research in Science Education, 44(2), 267-287. https://doi.org/10.1007/s11165-013-9384-8
• Choi, K., Lee, H., Shin, N., Kim, S. W., & Krajcik, J. (2011). Re-conceptualization of scientific literacy in South Korea for the 21^st century. Journal of Research in Science Teaching, 48(6), 670-697. https://doi.org/10.1002/tea.20424
• Dal, B., Alper, U., Ozdem-Yilmaz, Y., Ozturk, N., & Sonmez, D. (2015). A model for pre-service teachers’ climate change awareness and willingness to act for pro-climate change friendly behavior: Adaptation of awareness to climate change questionnaire. International Research in Geographical and Envrionment Education, 24(3), 184-200. https://doi.org/10.1080/10382046.2015.1034456
• Dal, B., Ozturk, N., Alper, U., Sonmez, D., Emin Misir, M., & Cokelez, A. (2014). Perception of climate change: Reasons, consequences, and willingness to act. How aware are they? International Journal for Cross-Disciplinary Subjects in Education, 4(2), 1930-1937. https://doi.org/10.20533/ijcdse.2042.6364.2014.0268
• Dawson, V. (2012). Science teachers’ perspectives about climate change. Teaching Science: The Journal of the Australian Science Teachers Association, 58(3), 8-13.
• Dawson, V., & Carson, K. (2020). Introducing argumentation about climate change socioscientific issues in a disadvantaged school. Research in Science Education, 50(3), 863-883. https://doi.org/10.1007/s11165-018-9715-x
• Dupigny-Giroux, L. A. L. (2010). Exploring the challenges of climate science literacy: Lessons from students, teachers and lifelong learners. Geography Compass, 4(9), 1203-1217. https://doi.org/10.1111/j.1749-8198.2010.00368.x
• Ekpoh, U. I., & Ekpoh, I. J. (2011). Assessing the level of climate change awareness among secondary school teachers in Calabar Municipality, Nigeria: Implication for management effectiveness. International Journal of Humanities and Social Science, 1(3), 106-110.
• Evagorou, M., & Osborne, J. (2013). Exploring young students’ collaborative argumentation within a socioscientific issue. Journal of Research in Science Teaching, 50(2), 209-237. https://doi.org/10.1002/tea.21076
• Ezeudu, S. A., Ezeudu, F. O., & Sampson, M. (2016). Climate change awareness and attitude of senior secondary students in Umuahia education zone of Abia State. International Journal of Research in Humanities and Social Studies, 3(3), 7-17.
• Fang, S.-C., Hsu, Y.-S., & Lin, S.-S. (2019). Conceptualizing socioscientific decision making from a review of research in science education. International Journal of Science and Mathematics Education, 17, 427-448. https://doi.org/10.1007/s10763-018-9890-2
• Fauville, G. (2017). Questions as indicators of ocean literacy: Students’ online asynchronous discussion with a marine scientist. International Journal of Science Education, 39(16), 2151-2170. https://doi.org/10.1080/09500693.2017.1365184
• Fauville, G., Queiroz, A. C. M., & Bailenson, J. N. (2020). Virtual reality as a promising tool to promote climate change awareness. In J. Kim, & H. Song (Eds.), Technology and health: Promoting attitude and behavior change. Academic Press. https://doi.org/10.1016/B978-0-12-816958-2.00005-8
• Field, C. B., Barros, V., Stocker, T. F., & Dahe, Q. (2012). Managing the risks of extreme events and disasters to advance climate change adaptation: Special report of the intergovernmental panel on climate change. Cambridge University Press. https://doi.org/10.1017/CBO9781139177245
• Foderaro, A., & Lorentzen, D.G. (2023). Argumentative practices and patterns in debating climate change on Twitter. Aslib Journal of Information Management, 75(1), 131-148. https://doi.org/10.1108/AJIM-06-2021-0164
• Gulsoy, E., & Korkmaz, M. (2020). The effects of socio-economic characteristics of university students on their perceptions of global warming and climate change. Turkish Journal of Forestry, 21(4), 428-437. https://doi.org/10.18182/tjf.798032
• Halady, I. R., & Rao, P. H. (2010). Does awareness of climate change lead to behavioral change? International Journal of Climate Change Strategies and Management, 2(1), 6-22. https://doi.org/10.1108/17568691011020229
• Herman, B. C., Feldman, A., & Vernaza-Hernandez, V. (2017). Florida and Puerto Rico secondary science teachers’ knowledge and teaching of climate change science. International Journal of Science and Mathematics Education, 15(3), 451-471. https://doi.org/10.1007/s10763-015-9706-6
• Hess, D. J., & Maki, A. (2019). Climate change belief, sustainability education, and political values: Assessing the need for higher-education curriculum reform. Journal of Cleaner Production, 228, 1157-1166. https://doi.org/10.1016/j.jclepro.2019.04.291
• Higher Education Research Council. (2023). Science teaching bachelor’s program. https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Fen_Bilgisi_Ogretmenligi_Lisans_Programi.pdf on 1 September2023
• Iordanou, K. (2013). Developing face-to-face argumentation skills: Does arguing on the computer help? Journal of Cognition and Development, 14(2), 292-320. https://doi.org/10.1080/15248372.2012.668732
• Jeong, J. S., González-Gómez, D., Conde-Núñez, M. C., Sánchez-Cepeda, J. S., & Yllana-Prieto, F. (2021). Improving climate change awareness of pre-service teachers (PSTs) through a university science learning environment. Education Sciences, 11(2), 78. https://doi.org/10.3390/educsci11020078
• Jiménez-Aleixandre, M. P., & Erduran, S. (2008). Argumentation in science education: An overview. In S. Erduran, & M. P. Jimenez-Aleixandre (Eds.), Argumentation in science education: Perspectives from classroom-based research (pp. 3-27). Springer. https://doi.org/10.1007/s10719-008-9150-8
• Kirbag Zengin, F., Kirilmazkaya, G., & Kececi, G. (2012). The effect of using smart board on achievement and attitude in science and technology course. E-Journal of New World Sciences Academy, 7(2), 529-537.
• Kuhn, D., & Crowell, A. (2011). Dialogic argumentation as a vehicle for developing young adolescents’ thinking. Psychological Science, 22, 545-552. https://doi.org/10.1177/0956797611402512
• Kuhn, D., Goh, W., Iordanou, K., & Shaenfield, D. (2008). Arguing on the computer: A microgenetic study of developing argument skills in a computer-supported environment. Child Development, 79(5), 1310-1328. https://doi.org/10.1111/j.1467-8624.2008.01190.x
• Kuthe, A., Keller, L., Körfgen, A., Stötter, H., Oberrauch, A., & Höferl, K. M. (2019). How many young generations are there?–A typology of teenagers’ climate change awareness in Germany and Austria. Journal of Environmental Education, 50(3), 172-182. https://doi.org/10.1080/00958964.2019.1598927
• Lambert, J. L., & Bleicher, R. E. (2017). Argumentation as a strategy for increasing pre-service teachers’ understanding of climate change, a key global socioscientific issue. International Journal of Education in Mathematics, Science and Technology, 5(1), 101-112. https://doi.org/10.18404/ijemst.21523
• Lambert, J. L., Lindgren, J., & Bleicher, R. (2012). Assessing elementary science methods students’ understanding about global climate change. International Journal of Science Education, 34(8), 1167-1187. https://doi.org/10.1080/09500693.2011.633938
• Lee, H., Chang, H., Choi, K., Kim, S. W., & Zeidler, D. L. (2012). Developing character and values for global citizens: Analysis of pre-service science teachers’ moral reasoning on socioscientific issues. International Journal of Science Education, 34(6), 925-953. https://doi.org/10.1080/09500693.2011.625505
• Lin, H., Hong, Z., & Lawrenz, F. (2012). Promoting and scaffolding argumentation through reflective asynchronous discussions. Computers and Education, 59, 378-384. https://doi.org/10.1016/j.compedu.2012.01.019
• Liu, S., & Roehrig, G. (2019). Exploring science teachers’ argumentation and personal epistemology about global climate change. Research in Science Education, 49(1), 173-189. https://doi.org/10.1007/s11165-017-9617-3
• McMichael, A. J., Woodruff, R. E., & Hales, S. (2006). Climate change and human health: Present and future risks. Lancet, 367(9513), 859-869. https://doi.org/10.1016/S0140-6736(06)68079-3
• McNeill, K. L., & Krajcik, J. (2012). Supporting grade 5-8 students in constructing explanations in science: The claim, evidence and reasoning framework for talk and writing. Pearson/Allyn and Bacon.
• Molthan-Hill, P., Worsfold, N., Nagy, G. J., Leal Filho, W., & Mifsud, M. (2019). Climate change education for universities: A conceptual framework from an international study. Journal of Cleaner Production, 226, 1092-1101. https://doi.org/10.1016/j.jclepro.2019.04.053
• Namdar, B. (2018). Teaching global climate change to pre-service middle school teachers through inquiry activities. Research in Science & Technological Education, 36(4), 440-462. https://doi.org/10.1080/02635143.2017.1420643
• Namdar, B., & Oğuz Namdar, A. (2021). Fostering students’ values through role play about socioscientific issues. The Physics Teacher, 59, 103-105. https://doi.org/10.1119/5.0019320
• Nkoana, E. M. (2020). Exploring the effects of an environmental education course on the awareness and perceptions of climate change risks among seventh and eighth grade learners in South Africa. International Research in Geographical and Environmental Education, 29(1), 7-22. https://doi.org/10.1080/10382046.2019.1661126
• Ocal, A., Kisoglu, M., Alas, A., & Gurbuz, H. (2011). Turkish prospective teachers’ understanding and misunderstanding on global warming. International Research in Geographical and Environmental Education, 20(3), 215-226. https://doi.org/10.1080/10382046.2011.588504
• Oliver, M. C., & Adkins, M. J. (2020). “Hot-headed” students? Scientific literacy, perceptions and awareness of climate change in 15-year olds across 54 countries. Energy Research and Social Science, 70, 101641. https://doi.org/10.1016/j.erss.2020.101641
• Onuoha, J., Eze, E., Ezeaputa, C. M. C., Okpabi, J. U., & Onyia, J. C. (2021). Does learning geography increase climate change awareness? A comparison of school subjects’ influence on climate change awareness. Journal of Geography, 120(4), 140-151. https://doi.org/10.1080/00221341.2021.1949027
• Oppermann, E., Brunner, M., & Anders, Y. (2019). The interplay between preschool teachers’ science self-efficacy beliefs, their teaching practices, and girls’ and boys’ early science motivation. Learning and Individual Differences, 70, 86-99. https://doi.org/10.1016/j.lindif.2019.01.006
• Oversby, J. (2015). Teachers’ learning about climate change education. Procedia-Social and Behavioral Sciences, 167, 23-27. https://doi.org/10.1016/j.sbspro.2014.12.637
• Owolabi, H. O., Gyimah, E. K., & Amponsah, M. O. (2012). Assessment of junior high school students’ awareness of climate change and sustainable development in central region, Ghana. Educational Research Journal, 2(9), 308-317.
• Ozturk, N. (2019). Character and values for global citizens: A study with pre-service science teachers. Baskent University Journal of Education, 6(2), 345-352.
• Ozturk, N., Bozkurt-Altan, E., & Yenilmez-Turkoglu, A. (2021). Discussing socio-scientific issues on Twitter: The quality of pre-service science teachers’ arguments. Journal of Education in Science, Environment and Health, 7(1), 72-85. https://doi.org/10.21891/jeseh.798167
• Papadimitriou, V. (2004). Prospective primary teachers’ understanding of climate change, greenhouse effect, and ozone layer depletion. Journal of Science Education and Technology, 13(2), 299-307. https://doi.org/10.1023/B:JOST.0000031268.72848.6d
• Patton, M. Q. (2002). Qualitative research and evaluation methods. SAGE.
• Patz, J. A., Campbell-Lendrum, D., Holloway, T., & Foley, J. A. (2005). Impact of regional climate change on human health. Nature, 438(7066), 310-317. https://doi.org/10.1038/nature04188
• Reznitskaya, A., Anderson, R. C., & Kuo, L. (2007). Teaching and learning argumentation. The Elementary School Journal, 107(5), 449-472. https://doi.org/10.1086/518623
• Salih, E. (2020). The effect of role play-based online discussion activities on pre-service science teachers’ informal reasoning. Recep Tayyip Erdogan University.
• Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193. https://doi.org/10.1007/s10984-012-9108-4
• Tok, G., Cebesoy, U. B., & Bilican, K. (2017). Sınıf öğretmeni adaylarının iklim değişikliği farkındalıklarının incelenmesi [Investigating pre-service primary teachers’ climate change awareness]. West Anatolian Journal of Educational Sciences, 8(2), 23-36.
• Tolppanen, S., & Kärkkäinen, S. (2022). Limits of caring: Pre-service teachers’ reasons for not taking high-impact actions to mitigate climate chang. Environmental Education Research, 28(7), 986-1002. https://doi.org/10.1080/13504622.2021.2007224
• Tolppanen, S., Claudelin, A., & Kang, J. (2020). Pre-service teachers’ knowledge and perceptions of the impact of mitigative climate actions and their willingness to act. Research in Science Education, 51, 1629-1649. https://doi.org/10.1007/s11165-020-09921-1
• Trott, C. D. (2020). Children’s constructive climate change engagement: Empowering awareness, agency, and action. Environmental Education Research, 26(4), 532-554. https://doi.org/10.1080/13504622.2019.1675594
• Tsai, C. Y. (2015). Improving students' PISA scientific competencies through online argumentation. International Journal of Science Education, 37(2), 321-339. https://doi.org/10.1080/09500693.2014.987712
• Tsai, C. Y. (2018). The effect of online argumentation of socio-scientific issues on students’ scientific competencies and sustainability attitudes. Computers and Education, 116, 14-27. https://doi.org/10.1016/j.compedu.2017.08.009
• UNESCO. (2023a). Education 2030: Incheon declaration and framework for action for the implementation of sustainable development goal 4. United Nations Educational Scientific and Cultural Organization
• UNESCO. (2023b). Global education monitoring report 2020: Inclusion and education: All means all. United Nations Educational Scientific and Cultural Organization.
• Winter, V., Kranz, J., & Möller, A. (2022). Climate change education challenges from two different perspectives of change agents: Perceptions of school students and pre-service teachers. Sustainability, 14(10), 6081. https://doi.org/10.3390/su14106081
• Wise, S. B. (2010). Climate change in the classroom: Patterns, motivations, and barriers to instruction among Colorado science teachers. Journal of Geoscience Education, 58(5), 297-309. https://doi.org/10.5408/1.3559695
• World Economic Forum. (2021). The global risk report. https://www.weforum.org/publications/the-global-risks-report-2021/
• Yeh, K. H., & She, H. C. (2010). On-line synchronous scientific argumentation learning: Nurturing students’ argumentation ability and conceptual change in science context. Computers and Education, 55(2), 586-602. https://doi.org/10.1016/j.compedu.2010.02.020

APA

Namdar, B., & Topbas, L. (2024). The effect of online argumentation activities workshop on pre-service science teachers’ climate change awareness. Pedagogical Research, 9(3), em0207. https://doi.org/10.29333/pr/14456

Vancouver

Namdar B, Topbas L. The effect of online argumentation activities workshop on pre-service science teachers’ climate change awareness. PEDAGOGICAL RES. 2024;9(3):em0207. https://doi.org/10.29333/pr/14456

AMA

Namdar B, Topbas L. The effect of online argumentation activities workshop on pre-service science teachers’ climate change awareness. PEDAGOGICAL RES. 2024;9(3), em0207. https://doi.org/10.29333/pr/14456

Chicago

Namdar, Bahadir, and Lokman Topbas. "The effect of online argumentation activities workshop on pre-service science teachers’ climate change awareness". Pedagogical Research 2024 9 no. 3 (2024): em0207. https://doi.org/10.29333/pr/14456

Harvard

Namdar, B., and Topbas, L. (2024). The effect of online argumentation activities workshop on pre-service science teachers’ climate change awareness. Pedagogical Research, 9(3), em0207. https://doi.org/10.29333/pr/14456

MLA

Namdar, Bahadir et al. "The effect of online argumentation activities workshop on pre-service science teachers’ climate change awareness". Pedagogical Research, vol. 9, no. 3, 2024, em0207. https://doi.org/10.29333/pr/14456