Niondeklassares och geografilärares förståelse av bakgrunden till och följderna av klimatförändringen<br>Ninth-graders’ and geography teachers’ understandings of the background to and consequences of climate change

Abstract

Even though students’ understandings of climate change have been frequently studied, research on students’ views in combination with their teachers’ views is still missing. This study attempts to remedy that by including both ninth-graders and their geography teachers as respondents. The aim is to investigate the respondents’ understandings of the background to climate change and its consequences for biodiversity, human health and own living conditions. The respondents represented eleven secondary schools from all parts of Swedish-speaking Finland. A mixed methods research design was applied, combining data from questionnaires (549 students) and interviews (13 teachers). Similarities and differences between the understandings of the students and their teachers were examined. The results show that the students’ understandings and to some extent the teachers’ understandings differed from the scientific perspective. A common conception in both groups was that climate change does not affect them. Pedagogical implications for the development of climate change education are discussed.

Finnish Students’ Knowledge of Climate Change Mitigation and Its Connection to Hope

“…Their understanding of these models also seems to vary. The first model aligns with a scientifically accurate model of a defined layer of greenhouse gases in the atmosphere, but the impacts of climate change are not understood as a change in the radiation balance [3,[12][13][14]. Neither do students seem to comprehensively understand what greenhouse gases are [3].…”

“…This means that student may have adopted a mental model about the role of greenhouse gases in climate change, but their understanding is not necessarily based on scientific facts. The second model inaccurately connects climate change to the ozone layer [2,3,12,15]. A common misunderstanding is that chlorofluorocarbons (CFCs), carbon dioxide (CO 2 ), or some other air pollutants cause holes in the ozone layer.…”

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

“…Unfortunately, such misconceptions are often very hard to correct (Chang and Pascua, 2015). Generally, students tend to confuse climate change and ozone depletion and misunderstand the basics of the solar radiation process (Chang et al, 2018;Hermans, 2015;Ratinen et al, 2013). However, according to a meta-analysis by Lee et al (2020), this misconception has decreased in newer studies.…”

Biologian ja maantieteen opetuksessa käytettävät ilmastonmuutoksen opetusmenetelmät

“…Transformatiivisen oppimisajattelun mukaisesti ilmastonmuutokseen liittyvää tietoa tulee soveltaa analysoiden ja vertaillen ja uutta ymmärrystä rakentaen (Cantell ym., 2019) ja tällöin menetelmä-ja metakognitiivisen tiedon tärkeys korostuu. Hermans (2015) on puolestaan todennut tutkimuksessaan, että opiskelijat eivät pystyneet yhdistämään ilmastonmuutosta omaan käyttäytymiseensä. Tämä tulos tukee myös metakognitiivisen tiedon sisäistämisen tärkeyttä ilmastonmuutoksen monimutkaisten asioiden oppimisessa.…”