Abstract
This study aims to determine prospective chemistry teachers’ cognitive structures about the concept of globalization. The study employs case study- one of qualitative research methods. 20 prospective chemistry teachers were included in the research. The participants were chosen in purposeful sampling method. The research data were collected through a test of three open-ended questions developed by the researchers. The prospective teachers were asked questions on what globalization meant, what the environmental consequences of globalization were, and what the effects of globalization on the world were and they were required to answer the questions in writing. The written answers that prospective chemistry teachers gave to the open-ended questions will be put to content analysis. The findings to be obtained through content analysis were divided into themes related to the concept of globalization and categories defined. After the analysis of the themes and categories, prospective chemistry teachers’ cognitive structures about the concept of globalization were revealed and then the findings were discussed in details.
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