Govender, Nadaraj.James, Angela Antoinette.Govender, Caitlin.2024-12-312024-12-3120242024https://hdl.handle.net/10413/23527Masters Degree. University of KwaZulu-Natal, Durban.This study explored pre-service teachers' (PSTs) understandings and practices before and after a Biological Science for Educators module regarding Climate Change. As Climate Change becomes an increasingly important issue, it is imperative that educators are wellequipped to teach this topic effectively. However, there is a dearth of literature regarding the effectiveness of teacher education programmes in adequately preparing PSTs to address Climate Change in their future classrooms. Employing a qualitative approach, this research utilised questionnaires to assess PSTs' knowledge and practices both before and after the module. The sample consisted of 40 PSTs from the School of Education, University of KwaZulu-Natal. A questionnaire was used and adopted from a previous study to measure specific aspects of Climate Change knowledge, such as the understanding of climate processes and practical strategies. Additionally, postmodule interviews provided qualitative insights into PSTs' understandings and practices of Climate Change. The study indicated that while some students were aware that there are changes in our climate occurring due to Climate Change, there was no improvement in their conceptual understanding. This indicates that pre-service science teachers have a limited understanding of the deeper consequences and causes of Climate Change. Additionally, although some students engaged in behaviours that related to mitigating Climate Change, such as lowering energy consumption and burning of fossil fuels, these actions were often superficial and lacked a deeper commitment to sustainability practices. This suggests a need to use a holistic approach to Climate Change that not only increases awareness, but also deepens their conceptual understanding and fosters meaningful, sustained engagement in Climate Change mitigation efforts.The study proposes a content-pedagogical action oriented model that can be adapted and implemented across various educational levels, including schools, communities and tertiary institutions. This model also involves continuous reflection on and assessment of students’ learnings, experiences and curriculum evaluations, including the involvement in Climate Change-related actions and a deeper understanding of the concept of Climate Change. The holistic approach suggested in the model will provide an enhanced, important understanding of the effects of Climate Change. As this is a small case study with a particular socio-economic environment, the findings cannot be generalised across educational institutions or all PSTs.enPre-service teachers (PSTs).Climate change education.Effects of climatic change.Thesis