Knowledge and Beliefs about Climate Change and the Role of the Amazonian Forest among University and High School Students

Higuchi, Maria Inês Gasparetto; Teixeira, Paulo Ricardo; Roazzi, Antônio; de, SouzaBruno Campello

doi:10.1089/eco.2017.0050

Cited by 12 publications

(8 citation statements)

References 54 publications

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“…Source: Answers given by students to open-ended questions of the survey. These recommendations reflect the needs and difficulties of students, in other words, they desire more projects like the one carried out in this research, focused on environmental issues (Müderrisoǧlu & Altanlar, 2011;Higuchi et al, 2018) as also they want to improve their pronunciation (Sahatsathatsana, 2017;Hassan, 2014). In Figure above, can be appreciated that this project improved the English learning motivation in the students (42.3%), improved their pronunciation (26.8%), improved their creativity (14.1%), improved their vocabulary (8.5%) and allows the students share their views in English (8.5%).…”

Section: Video Equipmentmentioning

confidence: 88%

Social Issues Shared Through Posters and Videos: A Way for Enhancing Productive Skills in ESL Students

2023

WJEL

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According to experts, students respond better to challenges where creativity and innovation are boosted than in the classical teaching-learning model, this also includes the English classroom. Based on this premise, this mixed and pre-experimental design research seeks to share the effect of a social poster project on tertiary education students’ productive skills performance in a public institution in Peru. The data was collected from 71 participants who were assessed before and after this through pre and post-test. In addition, a closed and open-ended questions survey was carried out to know the participants’ views on their posters’ creation experience and look for the most common rhetorical elements in their creation. The most noteworthy findings were the statistically significant score improvements in productive skills in the participants, upon project completion, and the favorable opinion about this, in conjunction with their preference for Logos design, at the time of persuading people.

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Section: Video Equipmentmentioning

confidence: 88%

Social Issues Shared Through Posters and Videos: A Way for Enhancing Productive Skills in ESL Students

2023

WJEL

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“…Although students' knowledge about climate change had not been tested in this study, it was assumed that their knowledge would have grown after following through the course, and this might have resulted in significant changes in certain beliefs about climate change. The relationship between environmental knowledge, beliefs and attitudes was demonstrated by a survey conducted by Higuchi et al (2018), which showed that environmental knowledge correlated to environmental beliefs and attitudes of the participants. However, in contrast to the findings of Higuchi et al (2018), although the course significantly changed certain beliefs of the participants, it did not lead to any significant attitudinal changes (Table 1).…”

Section: Potential Effects Of Course Design On Beliefs and Attitudes ...mentioning

confidence: 98%

Climate change education in China: a pioneering case of its implementation in tertiary education and its effects on students’ beliefs and attitudes

Tang

2022

IJSHE

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Purpose In view of a lack of evidence on the effectiveness of climate change education (CCE) in China, this study aims to evaluate if a CCE course newly designed based on research recommendations and implemented with established pedagogy was effective in changing the beliefs and attitudes of first-year science students. Design/methodology/approach This study took a simple longitudinal approach with surveys administered at the beginning and the end of the course and the differences in the responses analyzed with nonparametric statistical analyses. Findings The results showed that the course produced significant changes in the beliefs concerning the anthropogenic causes of climate change and vulnerability to its impacts, which results in inequality of the impacts received. However, the course did not produce significant attitudinal changes among the students. Spearman’s correlation, which affirmed the belief–attitude association, revealed that the students already had desirable attitudes toward climate change and these attitudes had not been reinforced. The students’ perception of the importance of local government in climate action increased by the end of the course. Multimedia-aid learning, debates and discussions were useful in conveying the concepts of responsibility, ethics and vulnerability, but the addition of student-led community projects will increase personal significance of the course. Research limitations/implications This study is instrumental for the development of a regional model of CCE in the mainstreaming of education for sustainable development in China, knowing that the regional approach is crucial to address the nuances in climate change knowledge, hence conceptions and beliefs across regions and, even, between different sectors of a region. This regional experience could also serve as a reference for other similar settings, particularly those of the developing countries. Originality/value This study presents one of the very few studies dedicated to gauging the effects of CCE in China, particularly of a newly developed climate change course, on the beliefs and attitudes of students. This permits pedagogical development and continuous improvement of CCE in China.

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“…For example, students can accurately describe the anticipated effect of climate change on wild animals and plants, but often cannot recognize the impact higher up the food chain, for example, on livestock (Shepardson et al 2010). Students who are able to recognize the role that the forest and animals play in modulating climate change are more likely to have increased beliefs and attitudes about mitigating climate change (Higuchi et al 2018). Correcting misconceptions about climate change requires instructors to understand how students' construct mental models about climate science.…”

Section: Misconceptions About Climate Changementioning

confidence: 99%

Civil Engineering Students’ Beliefs about Global Warming and Misconceptions about Climate Science

et al. 2021

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Civil engineers will face increasing challenges in their careers due to climate change. The infrastructure they design and construct will directly contribute to or mitigate it. Action to reduce the greenhouse gas emissions that cause climate change requires both a belief in human-caused global warming and a basic understanding of climate science. To understand which current engineering education efforts are successful or may need more consideration, a national sample of civil engineering students and students from other engineering disciplines was asked about their belief in global warming, understanding of greenhouse gases, the causes of global climate change, and ways to help reduce or slow it. The overwhelming majority of civil engineering students (83%) and students from other engineering disciplines (81%) acknowledged that global warming is happening. Nearly three of every four civil engineering students (73.5%) and other engineering students (71.3%) believed that global warming is caused by humans. However, only about half of civil engineering students (55.6%) and other engineering students (52.3%) felt that global warming is personally important. The majority of civil engineering students and other engineering students did not understand the causes and actions to reduce global warming. More than half of civil engineering students (60%) believed that nuclear power generation is a cause of global warming, which is significantly more than students from other engineering disciplines (52.6%). More than 8 of every 10 civil engineering students (83%) incorrectly believed or were unsure that the ozone hole in the upper atmosphere is a cause of global warming. A possible explanation for these misconceptions is that civil engineering students recognized general problems, such as nuclear waste and the ozone hole, but they did not link particular causes with particular consequences. Possible interventions were discussed for making climate change information personally relevant to engage students to think about cause and effect related to the climate.

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Knowledge and Beliefs about Climate Change and the Role of the Amazonian Forest among University and High School Students

Cited by 12 publications

References 54 publications

Social Issues Shared Through Posters and Videos: A Way for Enhancing Productive Skills in ESL Students

Social Issues Shared Through Posters and Videos: A Way for Enhancing Productive Skills in ESL Students

Climate change education in China: a pioneering case of its implementation in tertiary education and its effects on students’ beliefs and attitudes

Civil Engineering Students’ Beliefs about Global Warming and Misconceptions about Climate Science

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