Examining preservice teachers' perceptions of the greenhouse effect

This study aims to determine the perceptions of preservice science, classroom, and social studies teachers regarding the greenhouse effect using metaphors. In line with this purpose, a qualitative research method was employed, and phenomenology was chosen as the research design. The study was conducted in the fall semester of the 2024-2025 academic year with the participation of 76 preservice teachers (55 female, 21 male) who were fourth-year students in the science education, social studies education, and classroom teaching programs at a medium-sized education faculty in the Central Anatolia Region, and who fully completed the information in the data collection tool. The data collection tool used in the study consisted of a form with questions aimed at learning the participants' descriptive information and an open-ended statement. The data obtained in the study were analyzed using the content analysis technique, and similar data were grouped under specific concepts and themes and organized in a way that readers could understand. As a result of the study, it was determined that the preservice teachers created 52 different metaphors, which were grouped under two themes and six categories. Considering the data obtained, it is recommended that primary school and social studies teacher candidates should participate in scientific activities related to the environment and environmental problems.