Turkish pre-service science teachers' awareness, beliefs, values, and behaviours pertinent to climate change

Hiğde, Emrah; Öztekin, Ceren; Şahin, Elvan

doi:10.1080/10382046.2017.1330040

Cited by 33 publications

(23 citation statements)

References 45 publications

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“…Not only students, but also teachers had similar opinions towards climate change mitigation. According to Saribas et al [26], teachers were regularly paying attention to involving low carbon emission through simple actions such as using renewable energy sources, recycling, and choosing public transportation [26]. Higde, Oztekin, and Sahin [27] found in their Turkish studies that pre-service science teachers incorporated pro-environmental actions, such as turning off lights, using less energy, and walking and cycling instead of driving a motor vehicle.…”

Section: Students Ideas Of Climate Change Mitigationmentioning

confidence: 99%

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

Ratinen

Uusiautti

2020

Sustainability

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Climate change is a global concern, and the need to address it is urgent. Therefore, climate change education has been developed in recent years. Meaning making, coping strategies, and solution-oriented climate education tasks enable and maintain hope for positive results with regard to climate change. However, there is still uncertainty as to how students’ knowledge of climate change mitigation measures affects their attitudes. In the present study, elementary and secondary students in Finland (n = 950) responded to an online questionnaire. A principal component analysis, a hierarchical regression analysis, a correlation coefficients, a t-test, and a Kruskal-Wallis analysis of variance were used for the analysis to understand what kind of hope students had towards climate change and how their knowledge and optimism regarding climate change affected their hope. The data revealed that the students had a relatively high constructive hope rather than denial hope when it comes to climate change. Additionally, this hope was not built on a minimisation of climate change. The results indicated that the significant predictors for climate change mitigation were gender, climate change knowledge, and constructive hope. A typology of student positions with regard to climate change is introduced as conclusions.

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Section: Students Ideas Of Climate Change Mitigationmentioning

confidence: 99%

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

Ratinen

Uusiautti

2020

Sustainability

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“…The belief that there is no human responsibility for climate change is an important misconception found among pre-service teachers (Hestness, McDonald, Breslyn, McGinnis, & Mouza, 2014) as well as in-service teachers (Plutzer & Hannah, 2018;Wise, 2010). In some cases, some pre-service teachers were even found to ignore climate change itself (Higde, Oztekin, & Sahin, 2017). Among industrialized countries, there seems to be a difference between the USA and Europe in this respect (Lorenzoni & Pidgeon, 2006), and American people in comparison to European people seem to adopt more often the belief that climate change is still a controversial idea and to be less worried by the phenomenon.…”

Section: Existing Data On Teachers' Knowledge Beliefs and Attitudes Amentioning

confidence: 99%

Teachers’ Knowledge, Beliefs, and Attitudes about Climate Change

Seroussi¹,

Rothschild²,

Kurzbaum³

et al. 2019

IES

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A sample of eighty Israeli in-service teachers filled out a questionnaire assessing their beliefs about the existence and the anthropogenic origin of climate change, their knowledge about the causes and consequences of climate change and the actions which can be taken to remediate it, as well as their level of concern about it and their readiness to act and teach in a climate-friendly way. The results show gaps in knowledge especially regarding the consequences of climate change, and misconceptions about the causes of climate change. The anthropogenic nature of climate change is well admitted. The percentage of teachers ready to take action to slow down climate change is smaller than the percentage of teachers understanding climate change. There is a significant correlation between knowledge about the consequences of climate change and concern about it and readiness to act. These results lay out the path for possible improvement of climate change instruction in teachers’ preparation programs.

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“…Among the recommendations to improve the impact of EA, we note that EE programs must work for significant problems for the learner and his/her environment. Also, knowledge of the local environment and the student's active involvement in studying local and tangible environmental problems significantly improves his or her acquisition of environmental knowledge related to science programs as well as his or her motivation to adopt pro-environmental behaviors (Anderson, 2012;Chanse et al, 2017;El batri et al, 2019;Higde, Oztekin, & Sahin, 2017;Tugurian et al, 2017;Saribas et al, 2017). On the other hand, effective programs must be spread over time.…”

Section: Conclusion and Recommendationsmentioning

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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Turkish pre-service science teachers' awareness, beliefs, values, and behaviours pertinent to climate change

Cited by 33 publications

References 45 publications

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

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

Teachers’ Knowledge, Beliefs, and Attitudes about Climate Change

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

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