The influence of teacher variables on climate change science literacy of Geography teachers in the Western Cape, South Africa

Anyanwu, Raymond Ndubisi; Grange, Lesley Le

doi:10.1080/10382046.2017.1330039

Cited by 18 publications

(8 citation statements)

References 7 publications

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“…Literature evidence of climate science literacy of teachers in sub‐Saharan Africa is largely unavailable. We found an assessment by Anyanwu and Le Grange (2017), but they delimited their “climate change science literacy” evaluation to Geography teachers alone. They found that teachers' age, gender, teaching experience, and grades significantly influenced climate change science literacy.…”

Section: Introductionmentioning

confidence: 93%

“…In Shea et al (2016), climate science includes topics of scientific evidence around climate change, such as human impacts, weather versus climate, carbon cycle, and effects on earth's system, among others. For this study, we follow the opinion of Ng (2019) regarding climate science as the science of climate change, which has been called climate change science in other literature (Harker‐Schuch & Bugge‐Henriksen, 2017; Anyanwu & Le Grange, 2017). Thus, climate change causes, impacts, and solutions are designated as “other climate change concepts” in this study in a way distinct from climate science.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Unfortunately, literature evidence of climate science literacy of teachers in sub‐Saharan Africa is largely unavailable. A lone assessment of characteristics of teachers influencing climate science literacy by Anyanwu and Le Grange (2017) reports teacher characteristics (e.g., age, gender, teaching experience, and teaching grade) as significantly influencing climate change science literacy of teachers but was delimited to Geography teachers alone.…”

Section: Literature Reviewmentioning

confidence: 99%

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Nigerian teachers' self‐reported climate science literacy and expressed training needs on climate change concepts: Prospects of job‐embedded situative professional development

2022

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The assessment of Nigerian teachers' climate science literacy and training needs on climate change concepts (i.e., causes, impacts, and solutions) are absent. This study relates teachers' climate science literacy and their expressed training needs in other climate change concepts and places teachers in groups. Following a descriptive survey design, 410 teachers were randomly sampled from 8338 public secondary school teachers in Enugu State, southeastern Nigeria. A researcher-developed instrument passing validity and reliability tests was used for this study. We implemented frequencies, mean, t test, ANOVA, k-means cluster analyses, and Pearson's correlation for the analyses of collected data and tested all hypotheses at a p < 0.05 level of significance. Teachers reported low to moderate climate science literacy and expressed high training needs on climate change concepts. Lower climate science literacy was related to higher expressed training needs. Four groups of teachers ensued from our cluster analyses. Sadly, teachers who possess little or less climate science literacy and expressed less or no training needs in climate change causes, impacts, and solutions constitute

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Section: Introductionmentioning

confidence: 93%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Nigerian teachers' self‐reported climate science literacy and expressed training needs on climate change concepts: Prospects of job‐embedded situative professional development

2022

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“…Global climate change is widely regarded as the most disturbing ecological and social crisis faced by humanity in the 21st century. These changes have a profound impact on society, more than any other environmental problem that has ever been witnessed (Anyanwu & Grange, 2017). As an education activist, we can implement classroom learning oriented to environmental issues.…”

Section: Introductionmentioning

confidence: 99%

Developing Love for the Environment-Based Science Comic to Improve Elementary School Student Higher-Order Thinking Skills

Istiqomah¹,

Subiyantoro²,

Rintayati³

2021

ilkonline

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Globalization and the 21st century highlight thinking skills and environmental crises as well as careless attitudes towards the culture of the country itself. Meanwhile, one goal of science in elementary education is to make students scientifically curious, improve their scientific attitudes and skills, and turn them into behavior. This study aims to develop a love for the environment-based science comic in elementary schools. This comic uses punakawan shadow puppets as characters. A research and development (R&D) model was used in this study. The data collection techniques include interview, observation, validator assessment, achievement tests (pretest-posttest), student and teacher responses, and documentation. The results demonstrate that the love for the environment-based science comic can improve student higher-order thinking skills. It is expected that the punakawan shadow puppets used in this study can enrich student citizenship literacy and become a media to maintain the nation's identity.

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“…En cuanto al ámbito internacional, las referencias en los últimos años ponen de manifiesto también el interés de la temática, especialmente aquellas que tienen que ver con el cambio climático, por ejemplo: en Centro América y Norteamérica (McWhirter & Shealy, 2018;Sezen-Barrie & Marbach-Ad, 2021); Sudamérica (Da Rocha et al, 2020); Europa (Jeong et al, 2021;Kurup et al, 2021); África (Anyanwu & Grange, 2017); y Asia y Oceanía (Ahmad & Numan, 2015;Li & Liu, 2021).…”

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Investigación y enseñanza en didáctica de la climatología. Estado de la cuestión (1980-2020) (España)

Seguido

2021

ETFVI

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El objetivo de este trabajo es realizar un estado de la cuestión de las contribuciones realizadas en España sobre la investigación y enseñanza en Didáctica de la Climatología (1980-2020). Este trabajo resulta de notable interés para comprobar la evolución y temáticas de estas publicaciones tras el trascurso de cuatro décadas desde la formación del grupo de trabajo de Didáctica de la Geografía (1986). A partir de la consulta de diferentes bases de datos (8.303 publicaciones identificadas) y tras su posterior depuración, la cifra de trabajos ascendió a 89. Las contribuciones se distribuyen en dos ejes principales: trabajos sobre el clima y tiempo atmosférico (53,9%) y sobre el cambio climático (46,1%), siendo este último eje el que mayor atención ha tenido en la última década. A su vez, se han identificado 3 temáticas: trabajos sobre la enseñanza; análisis de las representaciones sociales; y libros de texto. Como conclusión, cabe indicar que la investigación y enseñanza en Didáctica de la Climatología en España es un tema del s. XXI y, a esperas de conocer a corto plazo la tendencia de estas investigaciones y temáticas teniendo en cuenta la influencia de los Objetivos de Desarrollo Sostenible (Agenda 2030) y el cambio climático.

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The influence of teacher variables on climate change science literacy of Geography teachers in the Western Cape, South Africa

Cited by 18 publications

References 7 publications

Nigerian teachers' self‐reported climate science literacy and expressed training needs on climate change concepts: Prospects of job‐embedded situative professional development

Nigerian teachers' self‐reported climate science literacy and expressed training needs on climate change concepts: Prospects of job‐embedded situative professional development

Developing Love for the Environment-Based Science Comic to Improve Elementary School Student Higher-Order Thinking Skills

Investigación y enseñanza en didáctica de la climatología. Estado de la cuestión (1980-2020) (España)

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