Water and Climate Change, Two Key Objectives in Agenda 2030: Assessment of Climate Literacy Levels and Social Representations in Academics from Three Climate Contexts

Escoz-Roldán, Amor; Gutiérrez-Pérez, José; Cartea, Pablo Ángel Meira

doi:10.20944/preprints201911.0233.v1

2019

DOI: 10.20944/preprints201911.0233.v1

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Water and Climate Change, Two Key Objectives in Agenda 2030: Assessment of Climate Literacy Levels and Social Representations in Academics from Three Climate Contexts

Amor Escoz-Roldán¹,

José Gutiérrez-Pérez²,

Pablo Ángel Meira Cartea³

Abstract: The relationship between Climate Change and Water is an obvious and key issue within the Sustainable Development Goals. This study aims to investigate the social representation created around this relationship in three different territorial contexts in order to evaluate the influence of the territory on the perception of the risk of Climate Change and its relationship with water. By means of a questionnaire completed by 1709 university students, the climatic literacy of the individual was evaluated in order to… Show more

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Cited by 6 publications

References 22 publications

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Climate Change in School Geography Textbooks (Spain) in the Era of the ICTs: Perception and Teaching According to Teachers

Seguido

Hernández

2023

Education Sciences

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Climate change has become one of the major themes in the academic world, as it constitutes a socio-environmental challenge faced by society in the twenty-first century. The objectives of this study, based on the opinions of geography teachers (secondary education and baccalaureate, Spain), were to analyze the frequency of use of school textbooks in geography classes, to examine how climate change is addressed in these resources, to study how teachers impart these contents, and to review the importance of teaching global warming according to the opinions of the teachers. Based on a sample of 96 teachers surveyed between 2019 and 2022, the results show a disparity of opinions regarding textbook use, a not-altogether-adequate treatment of this phenomenon with these resources (the sum of the responses with values of 1 and 2 amounted to 44.8%), and a predominance of an explanation of climate change by teachers through everyday cases in the students’ environment (35.4%) and talks and workshops given in class by experts (27.1%). Knowing the use made by teachers of the traditional textbook in the era of the ICTs, their perception of the adequacy of the contents on climate change in these resources, and how this phenomenon is taught is highly relevant to raising awareness and educating the youngest cohorts about one of the main challenges faced by society today.

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Climate Change in School Geography Textbooks (Spain) in the Era of the ICTs: Perception and Teaching According to Teachers

Seguido

Hernández

2023

Education Sciences

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What Do School Children Know about Climate Change? A Social Sciences Approach

Seguido

Hernández

2022

Social Sciences

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One of the subject areas that is currently most prominent in the field of education (Social Science) is climate change, given its implications for raising awareness and training the present and future society. The objectives of this study, focused on school children (Primary Education—10 to 12 years old; third cycle, Secondary Education—12–16 years old; and pre-university, Baccalaureate—17–18 years old) in the Region of Valencia (Spain), are to analyse the following: the main information channels through which children receive information on climate change; the causes and consequences that they identify with respect to this phenomenon; and the main greenhouse gas that they believe is in the atmosphere. Based on the 575 students surveyed during the academic year 2020–2021, the results indicate that the three main information media are digital (TV—82.8%, Internet—56.2% and social networks—49.4%). With respect to the causes of the phenomenon identified by the students, particularly noteworthy was pollution (70.1%) and, in terms of the effects, the increase and changes in temperature (61.7%) were of particular note. Finally, with reference to greenhouse gases, the majority responded CO2 (63.5%). This is incorrect, as the main greenhouse gas in the atmosphere is water vapour. To sum up, we can highlight the role played by schools in training the future society and the risk arising from an increase in the information received from digital media by children as they grow older, due to the danger of misinformation.

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Perceptions of Teachers in Training on Water Issues and Their Relationship to the SDGs

2021

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Water conservation is essential for any activity, as well as for the survival of both human and other living beings. It is commonly associated with access to clean water and sanitation, or even to unsustainable production and consumption, or sustainable cities and communities. However, there is increasing awareness of emerging issues related to water resources and their impact or relationship with other issues, such as climate change, access to food, health and well-being, or biodiversity (marine and terrestrial). Therefore, this study is aimed at understanding the perception of students of the Degrees in Early Childhood Education and Primary Education concerning water issues and their relationship Sustainable Development Goals (SDGs; number 2,3,6,11,12,13,14 and 15) in a coastal urban context. The study used a qualitative design, in which 59 student teachers were interviewed. The instrument was validated by 12 experts. The content analysis indicates that student teachers understand that there is an environmental problem in relation to water caused by human behaviour, and that its effects have an impact on other areas that are related to the SDGs included in the 2030 Agenda.

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Water and Climate Change, Two Key Objectives in Agenda 2030: Assessment of Climate Literacy Levels and Social Representations in Academics from Three Climate Contexts

Cited by 6 publications

References 22 publications

Climate Change in School Geography Textbooks (Spain) in the Era of the ICTs: Perception and Teaching According to Teachers

Climate Change in School Geography Textbooks (Spain) in the Era of the ICTs: Perception and Teaching According to Teachers

What Do School Children Know about Climate Change? A Social Sciences Approach

Perceptions of Teachers in Training on Water Issues and Their Relationship to the SDGs

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