An investigation of middle school students’ alternative conceptions of global warming

Rye, James; Rubba, Peter A.; Wiesenmayer, Randall L.

doi:10.1080/0950069970190503

Cited by 112 publications

(61 citation statements)

References 22 publications

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“…In addition, assuming there is a relationship between knowledge and behavior (Yencken et al 2000), we can investigate if opinion can be influenced through increased knowledge. Many studies have been undertaken in formal learning environments to assess background knowledge of climate change prior to instruction (Andersson and Wallin 2000;Boyes et al 2004) and post-instruction (Rye et al 1997;Venville and Dawson 2010). Both groups of studies (students and general public) investigate opinion and perceptions of climate change but few have addressed the relationship between scientific understanding of climate science and the individual opinion/belief system and whether climate science understanding can be improved from pre-instruction to postinstruction.…”

Section: Introductionmentioning

confidence: 99%

Opinions and Knowledge About Climate Change Science in High School Students

Harker-Schuch

Henriksen

2013

AMBIO

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This study investigates the influence of knowledge on opinions about climate change in the emerging adults' age group (16-17 years). Furthermore, the effects of a lecture in climate change science on knowledge and opinions were assessed. A survey was conducted in Austria and Denmark on 188 students in national and international schools before and after a lecture in climate change science. The results show that knowledge about climate change science significantly affects opinions about climate change. Students with a higher number of correct answers are more likely to have the opinion that humans are causing climate change and that both individuals and governments are responsible for addressing climate change. The lecture in climate change science significantly improved knowledge development but did not affect opinions. Knowledge was improved by 11 % after the lecture. However, the percentage of correct answers was still below 60 % indicating an urgent need for improving climate change science education.

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Section: Introductionmentioning

confidence: 99%

Opinions and Knowledge About Climate Change Science in High School Students

Harker-Schuch

Henriksen

2013

AMBIO

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“…Pupils and students" confusion between the climate issue and the ozone issue (as well as other environmental issues like radioactive pollution or acid rain) has also been described by other researchers for almost two decades, for a variety of age groups and nationalities ((* mark Norwegians tests) Andersson, 2000;Andersson, et al, 2000;Batterham, Stanisstreet, & Boyes, 1996;Boyes, Chuckran, & Stanisstreet, 1993;Boyes, Stanisstreet, & Papantoniou, 1999;Christidou, & Kouladis, 1996;Cordero, 1999Cordero, , 2001Daniel, Stanisstreet, & Boyes, 2004;Fisher 1996Fisher (chap. 5), 1998aFrancis, Boyes, Qualters, & Stanisstreet, 1993;Gautier, Deutsch, & Rebich, 2006;Hansen, 1993*;Henriksen, 1998*;Henriksen, & Jorde*, 2001;Jeffries, Stanisstreet, & Boyes, 2001;Kerans, & Carlson, 2003;Kerr, & Walz, 2007;Koulaidis, et al, 1999;Lee, Lester, Ma, & Jean-Baptiste, 2007;van Marion, 1989*;Mason, & Santi, 1998;Meadows, & Wiesenmayer, 1999;Mikkelsen, 1996*;Moran, & Morgan, 1993;Morgan, & Moran, 1995;Potts, Stanisstreet, & Boyes, 1996;Rye, Rubba, & Wiesenmayer, 1997;Schreiner, Henriksen, & Hansen, 2005;Turmo, 2003).…”

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confidence: 99%

Knowledge about the Greenhouse Effect and the Effects of the Ozone Layer among Norwegian Pupils Finishing Compulsory Education in 1989, 1993, and 2005—What Now?

Hansen

2009

International Journal of Science Education

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Knowledge about the greenhouse effect and the effects of the ozone layer among Norwegian pupils finishing compulsory education in 1989, 1993 and 2005 -What now? AbstractThe greenhouse effect and the effects of the ozone layer have been in the media and public focus for more than two decades. During the same period, Norwegian compulsory schools have had four national curricula. The two last-mentioned prescribes explicitly the two topics. Media and public discourse might have been sources of information causing informal learning among pupils. The point of departure for this questionnaire based examination of the development of pupils" knowledge about the greenhouse effect and the effects of the ozone layer from 1989 to 2005 is the changing curricula and formal and informal learning. In 2005 the trends seem to be that more pupils confuse the greenhouse effect with the effects of the ozone layer. At the same time, specific knowledge about the greenhouse effect is improving. This article will discuss some possible causes for these trends, and give some recommendations for teaching the topics in accordance with the last national curriculum implemented in 2006.

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“…program receive a Resource Kit to supplement the program, which includes a number of alternate activities suitable for use in the program. Activities on Ozone and CFC's have been deliberately excluded from this program as these topics have been identified as areas which cause confusion amongst students in other Greenhouse Education Programs (Rye, 1997).…”

Section: Analysingmentioning

confidence: 99%

“…Studies by Boyes et al (1993) and Rye et al (1997) have shown that students in the upper primary and lower secondary age groups readily confuse the causes and consequences of the enhanced greenhouse effect with the thinning of the ozone layer and ultraviolet radiation. Similarly the effect is often dismissed simply because 'it doesn't feel like it's getting hotter'.…”

Section: Introductionmentioning

confidence: 99%

Greenhouse education: Just Hot Air?

O'Mara¹,

Jennings²

2001

Renewable Energy

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One approach to increasing the interest in science at schools is to show how science and technology relate to human or societal issues. Climate change as a result of the Greenhouse Effect and renewable energy are two issues which have strong links to the physical sciences and interest can be generated by relating the solution of environmental issues to the need of sound science training to comprehend these problems.The Australian Cooperative Research Centre for Renewable Energy (ACRE) was established by the Commonwealth Government to promote renewable energy and greenhouse gas abatement technologies. As well as research and development programs aimed at realising the widespread implementation of alternative energies, ACRE sees itself as having an important role in the communication of information about these technologies to the public and school students. This paper will look at some of the solar energy and greenhouse gas workshops and their outcomes, that have been developed and trialed by the Schools and Community Education project within ACRE in Western Australia, to help motivate interest in the physical sciences, technology and the environment. INTRODUCTIONThe Greenhouse Effect is one of those subjects which children find difficult to grasp. Studies by Boyes et al. (1993) and Rye et al (1997) have shown that students in the upper primary and lower secondary age groups readily confuse the causes and consequences of the enhanced greenhouse effect with the thinning of the ozone layer and ultraviolet radiation. Similarly the effect is often dismissed simply because 'it doesn't feel like it's getting hotter'.

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An investigation of middle school students’ alternative conceptions of global warming

Cited by 112 publications

References 22 publications

Opinions and Knowledge About Climate Change Science in High School Students

Opinions and Knowledge About Climate Change Science in High School Students

Knowledge about the Greenhouse Effect and the Effects of the Ozone Layer among Norwegian Pupils Finishing Compulsory Education in 1989, 1993, and 2005—What Now?

Greenhouse education: Just Hot Air?

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