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This study aims to contribute to research on systemic thinking in biology education, particularly how to best equip pre-service teachers to introduce health problems such as the COVID-19 pandemic using the “One Health” approach. We attempt to explore to what extent a group of pre-service teachers identify our lifestyle and relationships with nature as factors that contribute to the emergence of future pandemics. The research questions are as follows: (1) What dimensions of the One Health approach did the students identify as potential causes that can produce and prevent future pandemics such as the COVID-19 disease? (2) To what extent did the students show a systemic view aligned to the One Health approach? The participants were 43 pre-service elementary teachers working on a set of activities about the COVID-19 pandemic, in which they were asked about the potential causes of and ways to prevent future pandemics. Content analysis of individual written responses is applied for addressing the research questions, focusing on the dimensions of the One Health approach and the level of system thinking reflected. Most participants focused on the human dimension and a few mentioned environmental and animal dimensions, which points to the need to integrate the One Health notion into teacher training.

This study aims to contribute to research on systemic thinking in biology education, particularly how to best equip pre-service teachers to introduce health problems such as the COVID-19 pandemic using the “One Health” approach. We attempt to explore to what extent a group of pre-service teachers identify our lifestyle and relationships with nature as factors that contribute to the emergence of future pandemics. The research questions are as follows: (1) What dimensions of the One Health approach did the students identify as potential causes that can produce and prevent future pandemics such as the COVID-19 disease? (2) To what extent did the students show a systemic view aligned to the One Health approach? The participants were 43 pre-service elementary teachers working on a set of activities about the COVID-19 pandemic, in which they were asked about the potential causes of and ways to prevent future pandemics. Content analysis of individual written responses is applied for addressing the research questions, focusing on the dimensions of the One Health approach and the level of system thinking reflected. Most participants focused on the human dimension and a few mentioned environmental and animal dimensions, which points to the need to integrate the One Health notion into teacher training. This research was supported by ESPIGA project, funded by the Spanish Ministry of Science, Education, and Universities, partly funded by the European Regional Development Fund (ERDF). Grant code PGC2018-096581-B-C22.

This study aims to contribute to research on systemic thinking in biology education, particularly how to best equip pre-service teachers to introduce health problems such as the COVID-19 pandemic using the “One Health” approach. We attempt to explore to what extent a group of pre-service teachers identify our lifestyle and relationships with nature as factors that contribute to the emergence of future pandemics. The research questions are as follows: (1) What dimensions of the One Health approach did the students identify as potential causes that can produce and prevent future pandemics such as the COVID-19 disease? (2) To what extent did the students show a systemic view aligned to the One Health approach? The participants were 43 pre-service elementary teachers working on a set of activities about the COVID-19 pandemic, in which they were asked about the potential causes of and ways to prevent future pandemics. Content analysis of individual written responses is applied for addressing the research questions, focusing on the dimensions of the One Health approach and the level of system thinking reflected. Most participants focused on the human dimension and a few mentioned environmental and animal dimensions, which points to the need to integrate the One Health notion into teacher training This research was supported by ESPIGA project, funded by the Spanish Ministry of Science, Education, and Universities, partly funded by the European Regional Development Fund (ERDF). Grant code PGC2018-096581-B-C22 SI

İnsanoğlunun doğayı kendi çıkarları uğruna acımasızca kullanması, sanayileşmenin ve teknolojinin gelişmesi ile birçok çevre problemi ortaya çıkmıştır. Çevre problemlerinin gittikçe artmaya başlaması bilinçli bir çevre eğitimini gerekli kılmıştır. Bu amaçla ilköğretimden itibaren bilinçli vatandaş yetiştirmek, her kademede çevre eğitimine yer vermek gerekmektedir. Bu doğrultuda geleceğin mimarı olan öğretmenlere büyük görevler düşmektedir. Bu araştırmada eğitimde yeni yaklaşımlardan biri olan arkası yarın tekniği kullanılarak sınıf öğretmeni adaylarının küresel ısınmaya ilişkin bakış açılarını ortaya koymak amaçlanmıştır. Çalışma grubunu Niğde Ömer Halisdemir Üniversitesi Sınıf Öğretmenliği Anabilim Dalı'nda öğrenim gören 4. Sınıftan 35 öğretmen adayını kapsamaktadır. Veri toplama aracı olarak arkası yarın tekniği ile oluşturulmuş bir hikâye formu kullanılmıştır. Araştırmada, olasılık dışı(amaçlı) örnekleme tekniği kullanılmıştır. Araştırma sonucuna göre; öğretmen adaylarının "küresel ısınmanın olası sonuçlarına" ait kavramlara daha fazla değindikleri görülmektedir. Bu da öğretmen adaylarının değindikleri ifadelerde genellikle küresel ısınmanın sonuçlarına odaklanan bir bakış açısına sahip olduklarını göstermektedir. Ayrıca öğretmen adaylarının birçoğunun küresel ısınmayı bir çevre sorunu olarak algıladıkları görülmektedir. Anahtar Kelimeler: Çevre Eğitimi, Küresel Isınma, Arkası Yarın Tekniği, Sınıf Öğretmeni Adayı, Many environmental problems have arisen due to mankind's ruthless exploitation of nature and development of industrialization and technology. Increasing environmental problems have made conscious environmental education essential. For this purpose, it is necessary to raise conscious citizens starting from primary education and to include environmental education at all levels. Accordingly, teachers, who are the architects of the future, have great duties. This study aimed to reveal the opinions of primary pre-service teachers on global warming by using the to be followed technique, which is one of the new approaches in education. The study group comprised a total of 35 fourth grade pre-service teachers studying at the department of Primary School Teaching at Niğde Ömer Halisdemir University. A story form which was created with the to be followed technique was used as the data collection tool. In the study, non-probability (purposive) sampling technique was employed. The findings of the study indicated that pre-service teachers touched on the concepts related to "possible consequences of global warming" more. This suggests that pre-service teachers often had a viewpoint focusing on the consequences of global warming in their statements. It is also seen that many of the pre-service teachers perceived global warming as an environmental problem. Key Words: Environmental Education, Global Warming, To Be Followed Technique, Primary Pre-service Teachers