摘要：Abstract In this study, we aimed to determine pre-service elementary science teachers’ knowledge about the greenhouse effect by drawing to determine the misconceptions they have and to classify their level of knowledge. This study was carried out with 71 pre- service teachers studying for their third year at the Science Education Department in the Faculty of Education at a state university in Turkey. In the study, the pre-service teachers were asked to put forward their knowledge about the greenhouse effect by drawing and writing. The obtained drawings and written statements were evaluated with descriptive analysis of the answers given to the questions carried out by dividing them into groups based on six different levels, as used by Kara (2007). According to the results of the research, it has been observed that pre-service teachers have inadequate knowledge and misconceptions about the greenhouse effect.
