Knowledge of global climate change among Czech students and its influence on their beliefs in the efficacy of mitigation action

Jurek, Martin; Frajer, Jindřich; Fiedor, David; Brhelová, Jana; Hercík, Jan; Jáč, Martin; Lehnert, Michal

doi:10.1080/13504622.2022.2086687

Cited by 15 publications

(9 citation statements)

References 48 publications

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“…Knowledge is not enough, but essential. Students with more adequate knowledge about climate change have greater trust in mitigation strategies (Jurek et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…In Kimaro's (2018) study, Tanzanian teachers emphasized a lack of time and training as hindrances to the implementation of sustainability issues in their teaching. Jurek et al (2022) state that it is important to acknowledge that changes in the curriculum are not enough to have an educational impact on students' knowledge about climate change issues; rather, the approaches taken by teachers are highly relevant and only indirectly guided by the curriculum. Further studies could fruitfully explore this theme by investigating the amount of time used for CCE in schools and outlining how it is done, through observations and interviews in schools, involving both students and teachers as respondents.…”

Section: Discussionmentioning

confidence: 99%

“…Even if students understand what personal-level actions can mitigate climate change, they often over-or underestimate the impact of actions on one's personal carbon footprint (Lehnert et al, 2020;Tolppanen et al, 2021). Jurek et al (2022) indicated that students with a deeper understanding of climate change issues also have greater trust in the efficacy of climate change mitigation. Chang and Pascua (2015) found that when ninth-grade students described climate change, they could not distinguish the human-caused greenhouse effect from the natural greenhouse effect, which is a prerequisite for life on Earth.…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Primary school students and climate change–an interview study in Finland and Tanzania

Sjöblom

Wolff

Vuorenpää

et al. 2022

Journal of Cleaner Production

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“…Knowledge is not enough, but essential. Students with more adequate knowledge about climate change have greater trust in mitigation strategies (Jurek et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Primary school students and climate change–an interview study in Finland and Tanzania

Sjöblom

Wolff

Vuorenpää

et al. 2022

Journal of Cleaner Production

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“…Science education must play a significant role in society's response to global climate change (Meilinda et al, 2017;Park et al, 2020;Sharma, 2012). If necessary, science education can be used to solve problems caused by climate change (Jurek et al, 2022;Nwona, 2013). The importance of learning and action of climate changespecially place-based, participatory, and action-focused pedagogy-in science education needs to be strengthened (Trott & Weinberg, 2020).…”

Section: Author and Abstractmentioning

confidence: 99%

“Let’s transform!”: A systematic literature review of science learning in COVID-19 pandemic era

Nurwidodo

Ibrohim

Sueb

et al. 2023

EURASIA J Math Sci Tech Ed

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Currently, the world’s science learning is being affected by COVID-19 pandemic, which requires researchers to address it. Researchers’ attention and concern for the theme of science learning is highly expected, as evidenced by the existence of publications in reputable journals. The purpose of this systematic literature review is to review and compare investigations of research on articles published by Scopus-indexed journals (published during COVID-19 pandemic: 2020-2022). The researchers used a “science learning” phrase in the search menu of Scopus database and 1,484 articles were found by the researchers. Furthermore, 62 articles met the criteria to be analyzed. The inclusion and exclusion model used was preferred reporting items for systematic reviews and meta-analysis. Based on the results of the analysis, we found that in the last three years, there had been a decline in research on science learning. The science issues could be approached through quantitative, qualitative, mix-method, case study, and even development research. Marianne Kinnula is the author who has received the most attention in the study of science learning. According to the data, it is known that science learning and science education keywords are the most dominant keywords that used in a publication. There are 36 countries of origin for authors who publish articles, with the majority coming from Europe, though Indonesia has the most publications (Asia). Science articles are written by authors from all over the world. It was discovered that more articles were published as a result of collaboration. There are 69 institutions globally that fund science learning research and publications. We offer three perspectives on transformation science learning during a pandemic that can be used as a baseline and reference by other researchers or education policymakers. As an implication, the second and third perspectives from transformation that we have formulated are interesting for further study.

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“…Older children have some basic knowledge about climate change and energy, but the environmental impacts of energy use remain unclear (Pearce et al, 2020). It is only with the transition to upper-secondary school that the positive impact of schooling gradually becomes more apparent in a greater understanding of the complex issues of the causes and consequences of climate change and the basic principles of the greenhouse effect (Jurek et al, 2022). In doing so, Shepardson et al (2009) suggested that an understanding of the concept of the greenhouse effect is necessary to achieve an effective understanding of global warming and its connection to climate change.…”

Section: Climate Change Educationmentioning

confidence: 99%

Climate Change Attitudes, Relationship to Nature and Pro-Environmental Behaviour of Students From Three European Countries

Nepraš

Strejčková

Kroufek

et al. 2023

JBSE

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Climate change is not a future problem, it is a significant variation of weather conditions becoming warmer, wetter or drier. It is the longer-term trend that differentiates climate change from natural weather variability. The aim of this research was to determine primary school students’ knowledge and attitudes related to climate change among primary school students (n = 473) in the Czech Republic, the United Kingdom and Portugal using a questionnaire survey. The dimensions of climate change knowledge, environmental attitudes and values, pro-environmental behaviour, and climate change attitudes were measured and analysed. The results showed gender differences in favour of girls in all the dimensions studied, except for climate change knowledge, where the results of boys and girls were comparable. In an international comparison, UK children scored higher on climate change knowledge and climate change attitudes dimensions. A multiple regression analysis showed the dimensions of nature preservation and appreciation of nature as the strongest positive predictors of pro-environmental behaviour and the dimensions of climate change knowledge and nature preservation as the strongest predictors of climate change belief. The results suggest the importance and implications of the wider societal debate on climate-related personal dimensions. The interconnectedness of environmental and climate-related topics at the primary school level is also evident. Keywords: climate change attitudes, climate change education, climate change knowledge, environmental attitudes, pro-environmental behaviour, primary school

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Knowledge of global climate change among Czech students and its influence on their beliefs in the efficacy of mitigation action

Cited by 15 publications

References 48 publications

Primary school students and climate change–an interview study in Finland and Tanzania

Primary school students and climate change–an interview study in Finland and Tanzania

“Let’s transform!”: A systematic literature review of science learning in COVID-19 pandemic era

Climate Change Attitudes, Relationship to Nature and Pro-Environmental Behaviour of Students From Three European Countries

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