Assessing Elementary Science Methods Students' Understanding About Global Climate Change

Enhancing Primary School Students' Knowledge about Global Warming and Environmental Attitude Using Climate Change Activities

“…After completing her teaching she asked the students to answer the questions in the workbook and discussed the answers Environment and Conservation, 2013;Green Teacher, 2003). Both the greenhouse effect and global warming are fundamental to understanding global climate change (Lambert et al, 2012). Therefore, climate change activities in this study focused on issues and problems associated with global warming and the increase in the greenhouse effect.…”

“…At the elementary level, students need to develop an understanding of basic concepts that underlie weather and climate change (Lambert, Lindgren, & Bleicher, 2012). To cater to the needs of the elementary students, the relevant science concepts (e.g.…”

Using intervention-oriented evaluation to diagnose and correct students’ persistent climate change misconceptions: A Singapore case study

“…Commonly referred to as misconceptions, these belief systems are formed from various sources of misinformation such as the media (Hansen, 2010) and weak instruction (Boon, 2010;Cordero, Todd, & Abellera, 2008;Lambert, Lindgren, & Bleicher, 2012). Misconceptions are not easy to detect (Chi & Roscoe, 2002) and efforts at implementing effective intervention have been documented to be particularly difficult and often unsuccessful (Limó n, 2001).…”

If You Change Yourself, The World Changes: The Effect of Exhibition on Preservice Science Teachers’ Views about Global Climate Change

“…Moreover, preservice science teachers demonstrated that they thought they were more knowledgeable about GCC after visiting the exhibition. Attending the course, monitoring programme, instructional model, organizing the trip, visiting the exhibition is one of the efficent way to gain more awareness and knowledge; and so it helps to change in their behaviours towards the environment (Balkan Kıyıcı and Atabek Yiğit, 2010;Jeong, Kim, Chae and Kim, 2014;Jeong and Kim, 2015;Lambert, Lingren and Bleicher 2012;Lambert and Bleicher, 2013;McNeill and Vaughn 2012;Ratinen, Viiri and Lehesvuori, 2013;Trenbath, 2012). At this point, aggred with Hansen, (2010) linking the conceptual problems to hands-on experiences.…”