Eurasia Journal of Mathematics, Science and Technology Education

• Abasto, V., Larraín, A., Vergara, C., & Cofré, H. (2023). Alternative conceptions about climate change in a group of teachers in Chile: Are science teachers more knowledgeable than non-science teachers? ECNU Review of Education. https://doi.org/10.1177/20965311231211013
• Akerlof, K., DeBono, R., Berry, P., Leiserowitz, A., Roser-Renouf, C., Clarke, K., Rogaeva, A., Nisbet, M. C., Weathers, M. R., & Maibach, E. W. (2010). Public perceptions of climate change as a human health risk: Surveys of the United States, Canada and Malta. International Journal of Environmental Research and Public Health, 7(6), 2559-2606. https://doi.org/10.3390/ijerph7062559
• Arslan, H. O., Cigdemoglu, C., & Moseley, C. (2012). A three-tier diagnostic test to assess pre-service teachers’ misconceptions about global warming, greenhouse effect, ozone layer depletion, and acid rain. International Journal of Science Education, 34(11), 1667-1686. https://doi.org/10.1080/09500693.2012.680618
• Ayalon, L., & Roy, S. (2023). The role of chronological age in climate change attitudes, feelings, and behavioral intentions: The case of null results. PLoS ONE, 18(6), Article e0286901. https://doi.org/10.1371/journal.pone.0286901
• Ballegeer, A. M., Ferrari, E., Corrochano, D., & Ruiz, C. (2024). The role of knowledge, attitude, and emotions in Spanish pre-service teachers’ willingness to engage in climate change education. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2024.2370885
• Bhattacharya, D., Steward, K. C., & Forbes, C. T. (2020). Empirical research on K-16 climate education: A systematic review of the literature. Journal of Geoscience Education, 69(3), 223-247. https://doi.org/10.1080/10899995.2020.1838848
• Colston, N. M., & Ivey, T. A. (2015). (un)Doing the next generation science standards: Climate change education actor-networks in Oklahoma. Journal of Education Policy, 30(6), 773-795. https://doi.org/10.1080/02680939.2015.1011711
• Cornejo, G. A., Lamiño, P., & Trejos, B. (2024). Climate change: Relationship between knowledge and perception in students of an agricultural-based university in Ecuador. Sustainability, 16(13), Article 5548. https://doi.org/10.3390/su16135548
• Dorji, Y., Rai, C. M., & Nidup, T. (2021). Climate change awareness among the teachers of higher secondary schools. Asian Research Journal of Arts & Social Sciences, 15(4), 12-22. https://doi.org/10.9734/arjass/2021/v15i430263
• Fielding, K. S., Hornsey, M. J., & Swim, J. K. (2014). Developing a social psychology of climate change. European Journal of Social Psychology, 44(5), 413-420. https://doi.org/10.1002/ejsp.2058
• González-García, S., Esteve-Llorens, X., Moreira, M. T., & Feijoo, G. (2018). Carbon footprint and nutritional quality of different human dietary choices. The Science of the Total Environment, 644, 77-94. https://doi.org/10.1016/j.scitotenv.2018.06.339
• Haq, S. M. A., & Ahmed, K. J. (2020). Perceptions about climate change among university students in Bangladesh. Natural Hazards, 103(3), 3683-3713. https://doi.org/10.1007/s11069-020-04151-0
• Herman, B. C., Feldman, A., & Vernaza-Hernandez, V. (2015). 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
• Huber, R. A., Greussing, E., & Eberl, J. M. (2020). From populism to climate scepticism: The role of institutional trust and attitudes towards science. SocArXiv. https://doi.org/10.31235/osf.io/m82kg
• Hubert, M. M., Weatherton, M., & Schussler, E. E. (2024). Emotion, fact, and anthropogenic disturbances: Undergraduate attitudes toward wildfire and urbanization after a brief intervention. CBE–Life Sciences Education, 23(1). https://doi.org/10.1187/cbe.22-08-0152
• Janney, B. A., Zummo, L., & Lohani, M. (2024). Shifting the desired outcome from climate literacy to climate agency: Education that empowers civic leaders. Interdisciplinary Journal of Environmental and Science Education, 20(3), Article e2412. https://doi.org/10.29333/ijese/14657
• Kitagawa, K. (2023). Learning and teaching of climate change, sustainability and disaster risk reduction in teacher education in England and Japan. Journal of Teacher Education for Sustainability, 25(2), 5-20. https://doi.org/10.2478/jtes-2023-0013
• Liu, C., & Li, Q. (2023). Air pollution, global warming and difficulties to replace fossil fuel with renewable energy. Atmospheric and Climate Sciences, 13(04), 526-538. https://doi.org/10.4236/acs.2023.134030
• Liu, Y., Song, Y., & Wang, X. (2022). Increasing preservice science teachers’ climate change knowledge, hope, and self-efficacy in an online chemistry course. Journal of Chemical Education, 99(7), 2465-2473. https://doi.org/10.1021/acs.jchemed.2c00074
• Lounis, M., Madani, A., & Boutebal, S. E. (2023). Perception and knowledge of Algerian students about climate change and its putative relationship with the COVID-19 pandemic: A preliminary cross-sectional survey. Climate, 11(4), Article 90. https://doi.org/10.3390/cli11040090
• Majid, N., Marston, S., Johnson, J. a. R., & Happle, A. (2023). Reconceptualising preservice teachers’ subject knowledge in climate change and sustainability education: A framework for initial teacher education from England, UK. Sustainability, 15(16), Article 12237. https://doi.org/10.3390/su151612237
• Newbold, T., Oppenheimer, P., Etard, A., & Williams, J. J. (2020). Tropical and Mediterranean biodiversity is disproportionately sensitive to land-use and climate change. Nature Ecology & Evolution, 4(12), 1630-1638. https://doi.org/10.1038/s41559-020-01303-0
• Nyarko, S. C., & Petcovic, H. L. (2021). Ghanaian preservice science teachers’ knowledge of ozone depletion and climate change, and sources of their knowledge. International Journal of Science Education, 43(10), 1554-1575. https://doi.org/10.1080/09500693.2021.1922779
• Pan, Y., Xie, Y., Jia, H., Luo, X., & Zhang, R. (2022). Lower carbon, stronger nation: Exploring sociopolitical determinants for the Chinese public’s climate attitudes. International Journal of Environmental Research and Public Health, 20(1), Article 57. https://doi.org/10.3390/ijerph20010057
• Plutzer, E., McCaffrey, M., Hannah, A. L., Rosenau, J., Berbeco, M., & Reid, A. H. (2016). Climate confusion among U.S. teachers. Science, 351(6274), 664-665. https://doi.org/10.1126/science.aab3907
• Said, A. M., Ahmadun, F., Paim, L. H., & Masud, J. (2003). Environmental concerns, knowledge and practices gap among Malaysian teachers. International Journal of Sustainability in Higher Education, 4(4), 305-313. https://doi.org/10.1108/14676370310497534
• Salehi, S., Nejad, Z. P., Mahmoudi, H., & Burkart, S. (2016). Knowledge of global climate change: View of Iranian university students. International Research in Geographical and Environmental Education, 25(3), 226-243. https://doi.org/10.1080/10382046.2016.1155322
• Stevenson, K. T., Peterson, M. N., & Bradshaw, A. (2016). How climate change beliefs among U.S. teachers do and do not translate to students. PLoS ONE, 11(9), Article e0161462. https://doi.org/10.1371/journal.pone.0161462
• Thapa, R., Gough, A., & Cooper, G. (2024). Understanding the impact of climate change on Bhutanese school communities: Challenges and responses. Interdisciplinary Journal of Environmental and Science Education, 20(3), Article e2413. https://doi.org/10.29333/ijese/14692
• Tuncer, G., Sungur, S., Tekkaya, C., & Ertepinar, H. (2007). A comparative study on pre-service teachers’ and elementary students’ attitudes towards the environment. International Research in Geographical and Environmental Education, 16(2), 188-198. https://doi.org/10.2167/irgee217.0
• Turajlić, N., Đapo, N., Gajević, M., Mešić, V., & Škrijelj R. (2022). Atmosphere-related environmental problems diagnostic test: A validation study in Bosnia and Herzegovina university student. Journal of STEAM Education, 5(2), 117-135. https://doi.org/10.55290/steam.1084655
• Vukelić, N., Rončević, N., & Toljan, S. (2022). Student teachers’ willingness to act in the climate change context. Social Sciences, 11(2), Article 47. https://doi.org/10.3390/socsci11020047
• Weiskopf, S. R., Isbell, F., Arce-Plata, M. I., Di Marco, M., Harfoot, M., Johnson, J., Lerman, S. B., Miller, B. W., Morelli, T. L., Mori, A. S., Weng, E., & Ferrier, S. (2024). Biodiversity loss reduces global terrestrial carbon storage. Nature Communications, 15, Article 4354. https://doi.org/10.1038/s41467-024-47872-7
• Wynes, S., & Nicholas, K. A. (2017). The climate mitigation gap: Education and government recommendations miss the most effective individual actions. Environmental Research Letters, 12(7), Article 074024. https://doi.org/10.1088/1748-9326/aa7541
• Zhdanov, S. P., Akhmedova, M. G., Sokolova, N. L., Grishnova, E. E., Efimushkina, S. V., & Smirnova, L. M. (2023). Exploring preservice science teachers’ attitudes toward environmental technologies. Eurasia Journal of Mathematics Science and Technology Education, 19(1), Article em2219. https://doi.org/10.29333/ejmste/12825

APA

Fayzullina, A. R., Khrisanova, E. G., Kashina, S. G., Savchenko, N. V., Terenichenko, A. A., & Tsomartova, E. S. (2024). Knowledge of ozone depletion and climate change: An empirical research from Russian pre-service teachers. Eurasia Journal of Mathematics, Science and Technology Education, 20(11), em2536. https://doi.org/10.29333/ejmste/15629

Vancouver

Fayzullina AR, Khrisanova EG, Kashina SG, Savchenko NV, Terenichenko AA, Tsomartova ES. Knowledge of ozone depletion and climate change: An empirical research from Russian pre-service teachers. EURASIA J Math Sci Tech Ed. 2024;20(11):em2536. https://doi.org/10.29333/ejmste/15629

AMA

Fayzullina AR, Khrisanova EG, Kashina SG, Savchenko NV, Terenichenko AA, Tsomartova ES. Knowledge of ozone depletion and climate change: An empirical research from Russian pre-service teachers. EURASIA J Math Sci Tech Ed. 2024;20(11), em2536. https://doi.org/10.29333/ejmste/15629

Chicago

Fayzullina, Albinа R., Elena G. Khrisanova, Svetlana G. Kashina, Natalia V. Savchenko, Aleksei A. Terenichenko, and Elina S. Tsomartova. "Knowledge of ozone depletion and climate change: An empirical research from Russian pre-service teachers". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 11 (2024): em2536. https://doi.org/10.29333/ejmste/15629

Harvard

Fayzullina, A. R., Khrisanova, E. G., Kashina, S. G., Savchenko, N. V., Terenichenko, A. A., and Tsomartova, E. S. (2024). Knowledge of ozone depletion and climate change: An empirical research from Russian pre-service teachers. Eurasia Journal of Mathematics, Science and Technology Education, 20(11), em2536. https://doi.org/10.29333/ejmste/15629

MLA

Fayzullina, Albinа R. et al. "Knowledge of ozone depletion and climate change: An empirical research from Russian pre-service teachers". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 11, 2024, em2536. https://doi.org/10.29333/ejmste/15629