Climate Change Activities: A Possible Means to Promote Understanding and Reduce Misconceptions About Acid Rain, Global Warming, Greenhouse Effect and Ozone Layer Depletion Among Secondary School Students

Chua, Kah Heng; Karpudewan, Mageswary; Chandrakesan, Kasturi

doi:10.1007/978-981-10-3437-4_17

Cited by 3 publications

(2 citation statements)

References 22 publications

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“…Studies have been carried out since the 1990s reporting misconceptions about global warming (i.e., Boyes and Stanisstreet, 1992;Groves and Pugh, 1996;Khalid, 2001;Kilinc et al, 2008) and some other studies on both detecting and eliminating misconceptions (i.e., Heng et al, 2017;Karpudewan et al, 2015;Meadows and Wiesenmayer, 1999). It can be inferred that global warming might be an underestimated or a highly abstract topic in science education, as Groves and Pugh (1996) proposed before.…”

Section: Resultsmentioning

confidence: 99%

“…Groves and Pugh (1996) also proposed that the complexity of the environmental problems and the difficulty of transferring school knowledge to real-life lead to misunderstandings. There are also studies in the literature carried out for detecting and eliminating misconceptions experienced by students on the greenhouse effect and global warming (Heng et al, 2017;Karpudewan et al, 2015).…”

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confidence: 99%

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The Effect of PhET Simulation-based Instruction on 6th Grade Students’ Achievement Regarding the Concept of Greenhouse Gas

Özcan

Çetin

Koştur³

2020

SEI

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This study investigated the effectiveness of simulation-based instruction on students’ greenhouse effect achievement. The simulations were chosen from the Physics Education Technology Project (PhET) website. The research was a pretest-posttest with a control group design quasi-experimental study. The sample of the study consisted of 45 6th grade students taking a science course in a secondary school from a city located in the Central Anatolia Region of Turkey in the 2017–2018 academic year. Participants were assigned randomly to control and experimental groups. There were 23 participants in the experimental group and 22 participants in the control group. While the control group was instructed with the constructive instructional methods, the experimental group was instructed by PhET simulation-based instruction over 1 week. Data were collected by the Greenhouse Effect Achievement Test. Independent samples t-test and paired samples t-test were used to analyze the data. The study results revealed that the PhET simulation-based instruction created a statistically significant difference between the control group and the experimental group in the students’ greenhouse effect in favor of the experimental group (p = 0.03).

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Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

The Effect of PhET Simulation-based Instruction on 6th Grade Students’ Achievement Regarding the Concept of Greenhouse Gas

Özcan

Çetin

Koştur³

2020

SEI

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Young People’s Pre-Conceptions of the Interactions between Climate Change and Soils – Looking at a Physical Geography Topic from a Climate Change Education Perspective

Deisenrieder

Müller

Knoflach

et al. 2022

Journal of Geography

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Integrating Nanoscience Activities in Enhancing Malaysian Secondary School Students’ Understanding of Chemistry Concepts

Chua

Karpudewan

2019

EURASIA J MATH SCI T

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This study reports the effectiveness of nanoscience activities in enhancing secondary school students' understanding of two chemistry concepts: structure of atom and acid and bases. For the purpose of this study, quasi experiment was employed to 163 Grade 10 students from the Northern Region of Malaysia. Sample from the experimental group was exposed to a series of nanoscience activities lasted for 10 weeks. Students' understanding on the two chemistry concepts was tested using Chemistry Achievement Test (CAT). The CAT consists of multiple-choice questions and openended questions. Data obtained from CAT was analysed using one-way ANCOVA to identify the effectiveness of nanoscience activity in enhancing students' understanding of chemistry concepts. The findings show that there were statistically significant differences between experimental and control groups' mean scores (F (1,160) = 167.82, p < 0.05 ηp 2 = 0.512) with the experimental group students reporting higher mean. The ANCOVA result indicated experimental group students' understanding of chemistry concepts significantly higher than the comparison group. The qualitative analysis of open-ended responses further supports findings obtained from the quantitative analysis. The study suggests that integrating nanoscience into the contemporary teaching of chemistry is relevant and appropriate.

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Climate Change Activities: A Possible Means to Promote Understanding and Reduce Misconceptions About Acid Rain, Global Warming, Greenhouse Effect and Ozone Layer Depletion Among Secondary School Students

Cited by 3 publications

References 22 publications

The Effect of PhET Simulation-based Instruction on 6th Grade Students’ Achievement Regarding the Concept of Greenhouse Gas

The Effect of PhET Simulation-based Instruction on 6th Grade Students’ Achievement Regarding the Concept of Greenhouse Gas

Young People’s Pre-Conceptions of the Interactions between Climate Change and Soils – Looking at a Physical Geography Topic from a Climate Change Education Perspective

Integrating Nanoscience Activities in Enhancing Malaysian Secondary School Students’ Understanding of Chemistry Concepts

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