Assessing students’ learning about fundamental concepts of climate change under two different conditions

Porter, Dianna; Weaver, Andrew J.; Raptis, Helen

doi:10.1080/13504622.2011.640750

Cited by 49 publications

(35 citation statements)

References 43 publications

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“…However, further research is needed to confirm whether the findings obtained in this study will scale up. Although the quasi-experimental design is by far the most appropriate design to determine the effectiveness of an instruction strategy in field settings (Frohlich et al, 2013;Gottlieb et al, 2013;Porter et al, 2012), there are certain limitations that emerge from the setting of the research design. One of the main limitations is the teacher effect which was not considered in this study might affect the validity of the data.…”

Section: Discussionmentioning

confidence: 99%

“…In another study, a socio-constructivist and experiential teaching process were used (Pruneau, Gravel, Bourque, & Langis, 2003). Active instructional strategies also resulted in significantly improving students' understanding about climate change (Porter, Weaver, & Raptis, 2012). Besides improving the acquisition of knowledge, various attempts have been made to remediate students' misconceptions about climate change using Science Technology and Society global warming instruction (Rye, Rubba, & Wiesenmayer, 1997) and constructivist-based climate change activities (Karpudewan, Roth, & Chandrakesan, 2014).…”

Section: Pedagogical Approaches Used To Teach Climate Changementioning

confidence: 99%

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Enhancing Primary School Students' Knowledge about Global Warming and Environmental Attitude Using Climate Change Activities

Karpudewan

Roth

Abdullah

2014

International Journal of Science Education

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Section: Discussionmentioning

confidence: 99%

Section: Pedagogical Approaches Used To Teach Climate Changementioning

confidence: 99%

Enhancing Primary School Students' Knowledge about Global Warming and Environmental Attitude Using Climate Change Activities

Karpudewan

Roth

Abdullah

2014

International Journal of Science Education

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“…However, some people believe that climate change has no impacts on their lives (Pruneau et al, 2001). They believe that humans will be able to survive and adapt from global warming and climate change if they have technology (Shepardson et al, 2012;Tran et al, 2010;Porter et al, 2012). The results of academic surveys in the United States show that people do not reduce their activities of using motor vehicles, air condi-*Address Correspondence: E-mail: meilinda@fkip.unsri.ac.id tioning, and heating in excess although many of them are concerned about climate change (Nam & Ito, 2011;Leiserowitz, 2006).…”

Section: Introductionmentioning

confidence: 99%

The Perceptions of Pre-Service Science Teachers and Science Teachers about Climate Change

Meilinda

Rustaman

Tjasyono

2017

JPII

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The global climate phenomenon in the context of climate change is the impact of both the dynamic complex climate system and human behaviors that affect environmental sustainability. Human is an important component that should be considered in science teaching that is believed to improve human attitudes towards the environmental sustainability. The research aims to investigate the perceptions of pre-service science teachers and science teachers in South Sumatra who teach climate change and global warming. The data were collected from 17 science teachers and 53 pre-service science teachers from April to August 2016. The instruments were 17 modified questions which were developed from Pruneau's framework. There are three linear perceptions regarding climate change. First, greenhouse effect causes global warming and global warming causes climate change. Second, ozone leakage causes global warming and global warming causes acid rain. Third, greenhouse effect causes ozone leakage and ozone leakage causes global warming; then it causes climate change and other climatic phenomena. Both pre-service science teachers and science teachers argue that climate change is caused by global warming. Actually, climate change is not only global warming but also global cooling. Those phenomena occur because of interactions among climate system components. They do not believe that education is able to change human attitudes in saving environmental sustainability from global climate change disasters. They believe that media give stronger effects than teachers in shaping those perceptions. Factually, most of wrong perceptions come from media.

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“…Educating undergraduate students about climate change is critical to ensure that these students are able to make effective decisions in both the political and social arena. The majority of the research on knowledge, alternative conceptions, and perceptions about climate change targets primary and secondary students (Andersson & Wallin, ; Bodzin et al, ; Boyes, Skamp & Stanisstreet, ; McNeal, Libarkin, et al, ; Porter, Weaver & Raptis, ; Shepardson, Niyogi, Choi, & Charusombat, ; Shepardson et al, ), in‐service teachers (Boon, ; Lenzen & Murray, ; Sullivan et al, ; Wise, ), as well as the general public (Hamilton, ; Kahan et al, ; Maibach, Roser‐Renouf, & Leiserowitz, ; McCright & Dunlap, ; Wood & Vedlitz, ). However, fewer studies exist on college students' knowledge, attitudes, and beliefs about climate change (Harris & Gold, ; McNeal, Spry, Mitra, & Tipton, ; Wachholz, Artz & Chene, ).…”

Section: Literature Reviewmentioning

confidence: 99%

The influence of instruction, prior knowledge, and values on climate change risk perception among undergraduates

et al. 2017

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We evaluated influences on the climate change risk perceptions of undergraduate students in an introductory Earth Science course. For this sample, domain‐specific content knowledge about climate change was a significant predictor of students' risk perception of climate change while cultural worldviews (individualism, hierarchy) and political orientation were not. These results contrast with previous studies highlighting worldviews as a dominant influence on risk perception. At the beginning of the semester, students' climate change content knowledge was relatively low, with average scores on a 21‐item test less than 50%. Post instruction results indicated that students learned climate change science during the course, and their perceptions of risks associated with climate change increased. Unlike most prior research evaluating links between climate change knowledge and risk perception, our measure of content knowledge was a validated assessment specific to climate change. Use of this specific climate knowledge test may be one reason that we detected a relationship between climate knowledge and risk perception whereas most of the previous research has not. Another—possibly complementary—explanation may be a generational shift between our study sample and prior samples. Undergraduates today, having grown up with more exposure to climate change in schools and the media than previous generations, may be diverging from average adults in that learning climate science appears to also increase their perceptions of the risks climate change poses. Undergraduate courses with embedded climate‐related activities present an opportunity to both increase climate science knowledge and risk perceptions of future decision makers.

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Assessing students’ learning about fundamental concepts of climate change under two different conditions

Cited by 49 publications

References 43 publications

Enhancing Primary School Students' Knowledge about Global Warming and Environmental Attitude Using Climate Change Activities

Enhancing Primary School Students' Knowledge about Global Warming and Environmental Attitude Using Climate Change Activities

The Perceptions of Pre-Service Science Teachers and Science Teachers about Climate Change

The influence of instruction, prior knowledge, and values on climate change risk perception among undergraduates

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