Seventh grade students' conceptions of global warming and climate change

Shepardson, Daniel P.; Niyogi, Dev; Choi, Soyoung; Charusombat, Umarporn

doi:10.1080/13504620903114592

Cited by 187 publications

(157 citation statements)

References 22 publications

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“…They must understand the impact of the different causes that contribute to this problem. And finally, the many research studies, concerning students from higher and other education and people in general, have focused on their conceptions about global warming erroneously related to other environmental issues, such as ozone depletion [12][13][14][15][16]. The confusion between global warming and ozone depletion has persisted over time even in those who have taken science courses [17].…”

Section: The Present Studymentioning

confidence: 99%

Assessment of pre-service teachers’ knowledge of the impact of livestock production on global warming: a comparative study between Portugal and Spain

Almeida

Fernández

Emeterio

2016

International Journal of Environmental Studies

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In this study we assess how higher education students (pre-service teachers) value and understand the impact of livestock production on global warming. We used a questionnaire with 91 students from a Portuguese institution and 111 from a Spanish one. The students had to mention measures to fight global warming, to explain the relationship between livestock production and global warming and to rank the impact of this cause compared to others. The Portuguese students showed a better understanding of this issue. Even so, the majority of the students do not recognize the high impact of livestock on global warming and consider other causes more relevant.

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Section: The Present Studymentioning

confidence: 99%

Assessment of pre-service teachers’ knowledge of the impact of livestock production on global warming: a comparative study between Portugal and Spain

Almeida

Fernández

Emeterio

2016

International Journal of Environmental Studies

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“…Pemahaman ini sangat penting mengingat merekalah yang akan bertanggung jawab atas pengelolaan bumi di masa yang akan datang. Kunci utama dalam pemahaman siswa mengenai pemanasan global adalah konseptualisasi mereka terhadap efek rumah kaca (Shepardson et al, 2009). Oleh karena itu, proses perubahan konseptual yang terjadi pada siswa selama pembelajaran mengenai materi pencemaran lingkungan dan kependudukan menarik untuk diteliti.…”

Section: Pendahuluanunclassified

“…Lebih lanjut dijelaskan bahwa pada konsep efek rumah kaca, sebagian besar siswa memiliki konsepsi awal yang tidak sesuai dengan konsepsi ilmiah yaitu peristiwa efek rumah kaca disebabkan oleh cahaya matahari yang dipantul-kan dari rumah-rumah kaca. Penelitian Shepardson et al (2009) juga menunjukkan bahwa siswa beranggapan bahwa peristiwa efek rumah kaca disebabkan oleh cahaya matahari yang dipantulkan dari rumah-rumah kaca. Konsepsi ini kembali terulang pada konsep pemanasan global.…”

Section: Konsep Hujan Asamunclassified

Profil Perubahan Konseptual Siswa Pada Materi Kependudukan Dan Pencemaran Lingkungan

Muchyar

Widodo

Riandi

2015

JPMIPA

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ABSTRAKPenelitian ini bertujuan untuk mengetahui profil konsepsi awal dan profil konsepsi akhir siswa serta untuk melihat proses dan pola perubahan konseptual siswa. Penelitian ini dilakukan karena banyak siswa yang memiliki konsepsi yang tidak sesuai dengan konsepsi ilmiah mengenai masalah lingkungan seperti pemanasan global, deplesi lapisan ozon, hujan asam dan polusi radioaktif yang diakibatkan oleh pencemaran lingkungan. Metode penelitian yang digunakan adalah metode deskriptif. Subjek penelitian ini adalah siswa kelas VII yang diajar oleh guru berpengalaman dan guru praktikan di salah satu SMP di Kota Bandung. Instrumen yang digunakan untuk melihat profil konsepsi awal, profil konsepsi akhir, serta pola perubahan konseptual siswa adalah tes tertulis berupa soal pilihan ganda disertai dengan penjelasan yang diberikan pada awal pembelajaran serta akhir pembelajaran. Jawaban dari tes tersebut kemudian dianalisis secara kualitatif. Hasil analisis menunjukkan bahwa terjadi perubahan konseptual pada siswa, baik yang diajar oleh guru berpengalaman, maupun yang diajar oleh guru praktikan. Proses perubahan konseptual ini terjadi pada beberapa konsep seperti konsep efek rumah kaca, daya dukung lingkungan, gas CFC, serta pemanasan global. Selain itu, hasil analisis juga menunjukkan adanya pola perubahan konseptual pada siswa yaitu berubah positif, berubah negatif, bertahan positif, dan bertahan negatif.Kata kunci: perubahan konseptual, pola perubahan konseptual, profil konsepsi awal, profil konsepsi akhir ABSTRACTThe purpose of this study was to understand students' initial and final concept profile, in order to investigate the process and the patterns of students' conceptual change. This study was conducted because many students have a conception which is not in accordance with the scientific conception for environmental problems such as global warming, ozone layer depletion, acid rain and radioactive pollution caused by environmental pollution. Research method was descriptive method and subjects used in this study were seventh grade students taught by experienced teachers and pre-service teacher in one of junior high schools in Bandung. The instrument used to view the initial conception profile, final conception profile, and the patterns of students' conceptual change was a written test in the form of multiple choice questions along with the explanations that is given at the beginning and the end of the lesson. Tests answers were then qualitatively analyzed. Analysis showed that conceptual change happen in students in both students groups. Conceptual change process happened on greenhouse effect, environment's carrying capacity, CFC gases, and global warming concept. Furthermore, analysis also showed students's conceptual change patterns, i.e. changing to be positive, changing to be negative, still positive, and still negative.Keywords: conceptual change, conceptual change patterns, initial conception profile, final conception profile PENDAHULUANSetiap siswa pasti memiliki pengetahuan awal atau konsepsi awal dalam be...

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“…Normative influence as well as moral reasoning and persuasion were shown to foster more responsible energy consumption (Aronson and O'Leary 1982;Gonzales et al 1988). Similarly to the case of teaching complex issues such as climate change, teaching consumption provides an ideal context for introducing pupils to complex systems of the real world (Dahlberg 2001) and connect pupils to economic, socialpolitical and technical systems, regional and global production, and distribution channels (Shepardson et al 2009). Relating to consumption holistically will require pupils to evoke both social science and scientific concepts.…”

Section: Introductionmentioning

confidence: 99%

What is (responsible) consumption? Discussing environment and consumption with children from different socioeconomic backgrounds in The Netherlands

Kopnina

2011

Environmentalist

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Seventh grade students' conceptions of global warming and climate change

Cited by 187 publications

References 22 publications

Assessment of pre-service teachers’ knowledge of the impact of livestock production on global warming: a comparative study between Portugal and Spain

Assessment of pre-service teachers’ knowledge of the impact of livestock production on global warming: a comparative study between Portugal and Spain

Profil Perubahan Konseptual Siswa Pada Materi Kependudukan Dan Pencemaran Lingkungan

What is (responsible) consumption? Discussing environment and consumption with children from different socioeconomic backgrounds in The Netherlands

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