Indian Secondary Students’ Views About Global Warming: Beliefs About the Usefulness of Actions and Willingness to Act

Chhokar, Kiran; Dua, Shweta; Taylor, Timothy; Boyes, Edward; Stanisstreet, Martin

doi:10.1007/s10763-010-9254-z

Cited by 38 publications

(30 citation statements)

References 21 publications

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“…After the experience, the students interviewed seemed to understand that their consumer habits affect society and the environment, but they are not prepared to change their ways, showing again the "breach" that can exist between cognition and action, as noted by various authors [59,60]. Studies, such as that by Álvarez, Sureda, and Coma (2018) [17] carried out in a similar Spanish context, also point to the poor commitment to action in solving socio-environmental problems by future teachers who have a high level of environmental awareness.…”

Section: Speaking About Our Socioeconomic Model and Our Responsibilitmentioning

confidence: 98%

How Can Teachers Be Encouraged to Commit to Sustainability? Evaluation of a Teacher-Training Experience in Spain

et al. 2019

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The main objective of this study was to design and evaluate an experience for future teachers focused on the participatory search for sustainability through role play so that outcomes related to improving the way they see the world and their commitment to mitigate climate change could be analysed. The study was carried out with a socio-critical focus, using a qualitative approach. To this effect, semi-open interviews were conducted, and their results were codified and studied using content analysis. The outcomes show that this type of educational experience can contribute to improving commitment to climate change and new, more sustainable ways of understanding the world—starting with improving the training of free-thinking, discerning people who are able to use information and collaborate in solving socio-environmental problems. Proposals based on participatory and experiential learning, fostering ethical considerations and the training of people who are more critical and discerning, should be the basis of new models of Environmental Education for Sustainability that seek to educate a society capable of addressing present and future socio-environmental challenges.

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Section: Speaking About Our Socioeconomic Model and Our Responsibilitmentioning

confidence: 98%

How Can Teachers Be Encouraged to Commit to Sustainability? Evaluation of a Teacher-Training Experience in Spain

et al. 2019

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“…Table 8 shows the categories generated from the analysis of the answers regarding the actions proposed by students to mitigate climate change. With the exception of the categories labelled as reducing production in factories, not throwing rubbish into rivers and seas, and reduce CGC emissions, all the others were taken or adapted in interaction with data from previous studies (Boyes et al 2009;Chhokar et al 2011;Authors 2012;Papadimitriou 2004). From the results obtained in this study, it is noted that a large proportion of students in the pre-test and post-test suggested a reduction of vehicle use and proposed increasing the use of public transport and cycling or walking short distances (45%).…”

Section: Tablementioning

confidence: 99%

An Investigation of Secondary Students’ Mental Models of Climate Change and the Greenhouse Effect

Varela

Gayoso

2018

Res Sci Educ

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There are several studies dealing with students' conceptions on climate change, but most of them refer to understanding before instruction. In contrast, this study investigates students' conceptions and describes the levels of sophistication of their mental models on climate change and the greenhouse effect. The participants were 40 students of secondary education (Grade 7) in Spain. As a method of data collection, a questionnaire with open-ended questions focused on the mechanism, causes and actions that could be useful in reducing climate change was designed. Seventh grade students completed the same questionnaire before and after instruction. The students' conceptions and mental models were identified by an inductive and iterative analysis of the participants' explanations. With regard to the students' conceptions, the results show that they usually link climate change to an increase in temperature, and they tend to mention, even after instruction, generic actions to mitigate climate change, such as not polluting. With regard to the students' mental model, the results show an evolution of models with little consistency and coherence, such as the models on Level 1, towards higher levels of sophistication. The paper concludes with the educational implications proposed for solving learning difficulties regarding the greenhouse effect and climate change.

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“…; and external factors such as institutional, economic, social, and cultural factors. The second type of research, represented by numerous works, tested the impact of one or more specific variables on a well-defined pro-environmental behavior and in a particular context, using qualitative and quasiexperimental methods (Bonaiuto, Carrus, Martorella & Bonnes, 2002;Chhokar, Dua, Taylor, Boyes & Stanisstreet, 2011;Cialdini, Reno & Kallgren, 1990;Corraliza & Berenguer, 2000;Hadjichambis, Paraskeva-Hadjichambi, Ioannou, In general, we can say that the variables influencing the pro-environmental behavior, stated by all the researchers above, can be classified according to their degree of influence, direct or indirect, in two main categories, some of which lead to the others. That is, some variables are less correlated with behaviors and enter into the training or education phase.…”

Section: Introductionmentioning

confidence: 99%

Extracurricular Environmental Activities in Moroccan Middle Schools: Opportunities and Challenges to Promoting Effective Environmental Education

Batri¹,

Alami²,

Zaki³

et al. 2019

EUROPEAN J ED RES

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The study aims to promote relevant and effective environmental education (EE) through extracurricular clubs. For this, we studied the state of play of environmental activities (EA) carried out by 48 environmental clubs belonging to urban and rural areas of the Regional Academy of Education Fez-Meknes, Morocco. These extracurricular environmental clubs remain so far without formal environmental education programs. In this study, we identified the bulk of programs offered by extracurricular environment clubs, including types of scheduled activities and percentages of achievement and student beneficiaries in urban and rural settings. In addition, we have identified the main barriers to achieving certain environmental activities. The significant correlations de tected between some of the variables studied allowed us to better explain the achievements and the weaknesses of these clubs. Finally, we have made recommendations to promote relevant and effective extracurricular environmental education.

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Indian Secondary Students’ Views About Global Warming: Beliefs About the Usefulness of Actions and Willingness to Act

Cited by 38 publications

References 21 publications

How Can Teachers Be Encouraged to Commit to Sustainability? Evaluation of a Teacher-Training Experience in Spain

How Can Teachers Be Encouraged to Commit to Sustainability? Evaluation of a Teacher-Training Experience in Spain

An Investigation of Secondary Students’ Mental Models of Climate Change and the Greenhouse Effect

Extracurricular Environmental Activities in Moroccan Middle Schools: Opportunities and Challenges to Promoting Effective Environmental Education

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