共查询到20条相似文献，搜索用时 31 毫秒
1.
Helen Jeffries Martin Stanisstreet Edward Boyes 《Research in Science & Technological Education》2013,31(2):205-221
The prevalence of the ideas of Year I undergraduate biology students about the consequences, causes and cures of the 'greenhouse effect' was determined using a closed-form questionnaire, and the results compared with a parallel study undertaken nearly 10 years ago. Many of the students in the present study were unaware of the potential effect of global warming on the distribution of crop pests, or that ground level ozone acts as a 'greenhouse gas'. Prevalent misconceptions were that global warming is caused by increased penetration of solar radiation, that it is connected with holes in the ozone layer, that it would result in increased skin cancer, and that use of unleaded petrol would reduce it. There appeared to be a general conflation of thinking about global warming and ozone layer depletion. Despite an increased certainty about the existence and effects of global warming among experts, the results are broadly similar to, and certainly no better than, those obtained with an equivalent group of students in a previous study, suggesting that despite media publicity and inclusion of the issue of global warming in the formal curriculum, insecure knowledge and misconceptions persist. 相似文献
2.
Kiran Chhokar Shweta Dua Neil Taylor Edward Boyes Martin Stanisstreet 《International Journal of Science and Mathematics Education》2011,9(5):1167-1188
A 44-item survey instrument was designed to determine secondary students?? views about how useful various specific actions related to reducing global warming might be, their willingness to undertake these various actions and the extent to which these 2 might be linked. The instrument was administered to students in grades 6??C?10 (n?=?768) from 4 large schools in metropolitan Delhi, India in which the teaching language was English. The findings indicated that this cohort of Indian students exhibited high levels of concern about climate change and strong willingness to act against global warming and in favour of the environment. The findings are tentatively compared with those from 2 similar survey studies conducted in Western contexts (Spain and Australia). 相似文献
3.
4.
One aim of environmental education is to enable people to make informed decisions about their environmental behaviour; this is particularly significant with environmental problems that are believed to be both major and imminent, such as climate change resulting from global warming. Previous research suggests no strong link between a person's general environmental attitudes and knowledge, and his or her willingness to undertake pro-environmental actions, so this study focuses on some specific issues. Using survey methods to produce quantitative data about students' beliefs concerning the usefulness of specific actions and their willingness to adopt them, novel indices have been constructed that indicate the potential of education to increase students' willingness to undertake those actions. The findings imply that altering a student's belief about certain issues will have little effect on their willingness to act. This can be because most students, even those with only a weak belief in the efficacy, are prepared to take action anyway. Conversely, it can be because a majority, including those convinced about the efficacy, are not prepared to take action. Education about such actions, where there is only a weak link between believed effectiveness and willingness to act, may be ineffective in terms of changing practice, because other factors such as social norms and situational influences dominate. For such actions other strategies may be required. For another set of actions, however, the benefits of education in changing practice seemed more positive; increasing recycling, reducing the use of artificial fertilisers and planting more trees are examples. 相似文献
5.
Michal Lehnert David Fiedor Jindřich Frajer Jan Hercik 《Environmental Education Research》2020,26(6):864-889
AbstractThe future life-styles and pro-environmental behaviour of today’s younger students will be a cardinal factor in mitigating the severity of projected climate change. In this study, Czech students at upper-primary and secondary-school levels responded to a set of covertly paired statements designed to assess their beliefs concerning the usefulness of actions that might ameliorate global warming and the degree to which they are willing to act. Relations between their beliefs and willingness to act were assessed by means of an index of Potential Effectiveness of Education (PEE). The results show that Czech students are generally sceptical about the usefulness of the actions suggested and are among the less willing, in a wider international context, to participate in actual processes that might ameliorate global warming. However, Czech secondary-school students, particularly females, are significantly more willing to act than upper-primary students. Although relatively high PEE values were observed, Czech students tend to underestimate the role of personal consumption and male students in particular are not willing to take actions that involve no immediate personal benefit. Our results thus emphasize the importance of adjusting school curricula by promoting insight into the topic of global warming, and extending that understanding into practical measures. 相似文献
6.
Using a sample of 282 Norwegian upper secondary students, we examined whether two dimensions of topic‐specific epistemic beliefs, concerning the certainty of knowledge and the justification for knowing, predicted students' understanding of seven texts representing partly conflicting views on climate change. Text comprehension was measured at three different levels. Topic knowledge and topic interest were included in the analyses as control variables. Hierarchical regression analyses showed that students' beliefs about justification for knowledge positively predicted text comprehension at all three levels. That is, students believing that knowledge claims about climate change should be based on rules of inquiry and the evaluation and integration of multiple information sources did better on the three comprehension measures. 相似文献
7.
Gale M. Sinatra CarolAnne M. Kardash Gita Taasoobshirazi Doug Lombardi 《Instructional Science》2012,40(1):1-17
This study examined the relationship among cognitive and motivational variables impacting college students’ willingness to
take mitigative action to reduce the impacts of human-induced climate change. One hundred and forty college students were
asked to read a persuasive text about human-induced climate change and were pre and post tested on their attitudes about climate
change and their willingness to take action to mitigate its effects. Students showed statistically significant changes in
their attitudes about climate change and their willingness to commit to take action. A path model demonstrated that openness
to change and a willingness to think deeply about issues predicted both change in attitudes and expressed willingness to take
action. This research demonstrates that a persuasive text has the potential to promote change around complex socio-scientific
issues. 相似文献
8.
Using Interactive Technology to Support Students’ Understanding of the Greenhouse Effect and Global Warming 总被引：1，自引：1，他引：0
In this work, we examine middle school students?? understanding of the greenhouse effect and global warming. We designed and refined a technology-enhanced curriculum module called Global Warming: Virtual Earth. In the module activities, students conduct virtual experiments with a visualization of the greenhouse effect. They analyze data and draw conclusions about how individual variables effect changes in the Earth??s temperature. They also carry out inquiry activities to make connections between scientific processes, the socio-scientific issues, and ideas presented in the media. Results show that participating in the unit increases students?? understanding of the science. We discuss how students integrate their ideas about global climate change as a result of using virtual experiments that allow them to explore meaningful complexities of the climate system. 相似文献
9.
Catherine Gautier 《Cultural Studies of Science Education》2012,7(3):683-691
Expanding on some ideas introduced in the paper by Albe and Gombert (2012) ??Students?? communication, argumentation and knowledge in a citizen?? conference on global warming??, I explore two issues relevant to their work: global warming (GW) as a socioscientific controversy and scientific literacy in regards to climate change science. For the first issue, the definition of GW socioscientific controversy provided in the article raises controversies in both scientific communities and society or social groups concerned by the issue. I review this from two perspectives that can be considered at the extreme ends of a spectrum of perspectives. I then address the role of debates in education about global warming and climate change and suggest a new type of classroom debates to replace those addressing the existence and cause of global warming. 相似文献
10.
This article looks critically at the complexity of the debate among climate scientists; the controversies in the science of global temperature measurement; and at the role played by consensus. It highlights the conflicting perspectives figuring in the mass media concerned with climate change, arguing that science teachers should be familiar with them, particularly given the sharply contested views likely to be brought into classroom discussion and the importance of developing intellectual scepticism and robust scientific literacy in students. We distinguish between rational scepticism and the pejorative meaning of the expression associated with attitudinal opposition to global warming—similar to the way in which Bauer (2006) contrasts micro-scepticism and macro-scepticism in reasoning generally. And we look closely and critically at the approaches which teachers might adopt in practice to teach about global warming at this difficult time. 相似文献
11.
Over the last 20 years, science education studies have reported that there are very different understandings among students of science regarding the key aspects of climate change. We used the cognitive linguistic framework of experientialism to shed new light on this valuable pool of studies to identify the conceptual resources of understanding climate change. In our study, we interviewed 35 secondary school students on their understanding of the greenhouse effect and analysed the conceptions of climate scientists as drawn from textbooks and research reports. We analysed all data by metaphor analysis and qualitative content analysis to gain insight into students' and scientists' resources for understanding. In our analysis, we found that students and scientists refer to the same schemata to understand the greenhouse effect. We categorised their conceptions into three different principles the conceptions are based on: warming by more input, warming by less output, and warming by a new equilibrium. By interrelating students' and scientists' conceptions, we identified the students' learning demand: First, our students were afforded with experiences regarding the interactions of electromagnetic radiation and CO2. Second, our students reflected about the experience-based schemata they use as source domains for metaphorical understanding of the greenhouse effect. By uncovering the—mostly unconscious—deployed schemata, we gave students access to their source domains. We implemented these teaching guidelines in interventions and evaluated them in teaching experiments to develop evidence-based and theory-guided learning activities on the greenhouse effect. 相似文献
12.
This mixed‐methods investigation compared the relative impacts of instructional approach and context of nature of science instruction on preservice elementary teachers' understandings. The sample consisted of 75 preservice teachers enrolled in four sections of an elementary science methods course. Independent variables included instructional approach to teaching nature of science (implicit vs. explicit) and the context of nature of science instruction (as a stand‐alone topic vs. situated within instruction about global climate change and global warming). These treatments were randomly applied to the four class sections along a 2 × 2 matrix, permitting the comparison of outcomes for each independent variable separately and in combination to those of a control group. Data collection spanned the semester‐long course and included written responses to pre‐ and post‐treatment administrations of the VNOS‐B, semi‐structured interviews, and a variety of classroom artifacts. Qualitative methods were used to analyze the data with the goal of constructing profiles of participants' understandings of the nature of science and of global climate change /global warming (GCC/GW). These profiles were compared across treatments using non‐parametric statistics to assess the relative effectiveness of the four instructional approaches. Results indicated that preservice teachers who experienced explicit instruction about the nature of science made statistically significant gains in their views of nature of science regardless of whether the nature of science instruction was situated within the context of GCC/GW or as a stand‐alone topic. Further, the participants who experienced explicit nature of science instruction as a stand‐alone topic were able to apply their understandings of nature of science appropriately to novel situations and issues. We address the implications of these results for teaching the nature of science in teacher preparation courses. © 2010 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 414–436, 2011 相似文献
13.
Patrick Devine‐Wright Hannah Devine‐Wright Paul Fleming 《Environmental Education Research》2004,10(4):493-506
This paper explores children's beliefs about global warming and energy sources from a psychological perspective, focusing upon situational influences upon subjective beliefs, including perceived self‐efficacy. The context of the research is one of growing concern at the potential impacts of global warming, yet demonstrably low levels of self‐efficacy amongst both adults and children to effectively respond to this large‐scale environmental problem. Empirical research was conducted on a sample of 198 UK children and adults to explore the influence of a cooperative learning environment upon children's beliefs about global warming and energy. A comparative design was adopted, contrasting 9–12 year old members of the Woodcraft Folk educational organisation with non‐members of similar age and with adult members of the same organisation. Results indicate that cooperative learning environments can have a significant and positive effect upon children's beliefs about large‐scale environmental problems. In particular, Woodcraft folk children reported significantly higher levels of personal awareness and perceived self‐efficacy in relation to global warming in comparison to their peers. Secondly, unexpected differences were identified between levels of perceived self‐efficacy in children and adult Woodcraft folk. The implications of these differences for the design of educational programmes seeking to empower children to respond to global warming are discussed. 相似文献
14.
Daniel P. Shepardson Anita Roychoudhury Andy Hirsch Dev Niyogi Sara M. Top 《Environmental Education Research》2014,20(3):333-353
Although many environmental and science educators have explored students’ conceptual understandings, misconceptions, and knowledge of the greenhouse effect, global warming, and climate change, few have investigated the ways students conceptualize climate as a system or how components of the system influence climate. Therefore, the purpose of this study was to begin the process of understanding how US students conceptualize a climate system. A total of 42 seventh grade students (ages 12–13) from the Midwest completed an open-response task. From the inductive analysis of student written responses, 22 codes emerged that reflected students’ conceptions of the climate system. From these codes, three path diagrams were constructed that illustrate these students’ conceptions about how a climate system influences climate and how greenhouse gases and global warming impact the climate system. A generalized model of students’ conception of a climate system was generated. Students in this study conceptualized a climate system in a unidirectional, linear, cause and effect relationship that emphasized the atmospheric component of the climate system. 相似文献
15.
We propose a theoretical model linking students' epistemic beliefs, epistemic emotions, learning strategies, and learning outcomes. The model was tested across two studies with 439 post-secondary students from Canada, the United States, and Germany for Study 1, and 56 students from Canada for Study 2. For Study 1, students self-reported their epistemic beliefs about climate change, read four conflicting documents about the causes and consequences of climate change, self-reported their epistemic emotions and learning strategies used to learn the content, and were given an inference verification test to measure learning. Study 2 used the same procedure but added a think aloud protocol to capture self-regulatory processes and emotions as they occurred. Path analyses revealed that epistemic beliefs served as important antecedents to the epistemic emotions students experienced during learning. Students who believed that the justification of knowledge about climate change requires critical evaluation of multiple sources experienced higher levels of enjoyment and curiosity, and lower levels of boredom when confronted with conflicting information. A belief in the complexity of this knowledge was related to lower levels of confusion, anxiety, and boredom. A belief in the uncertainty of this knowledge predicted lower levels of anxiety and frustration, and a belief in the active construction of knowledge predicted lower levels of confusion. Epistemic emotions predicted the types of learning strategies students used to learn the content and mediated relations between epistemic beliefs and learning strategies. Learning strategies predicted learning outcomes and mediated relations between epistemic emotions and learning outcomes. Implications for research on epistemic beliefs, epistemic emotions, and students' self-regulated learning are discussed. 相似文献
16.
Trust and improvement in schools 总被引：3，自引：1，他引：2
Karen Seashore Louis 《Journal of Educational Change》2007,8(1):1-24
This paper examines how trust affects teachers’ willingness to work with innovations introduced by central office administrators.
Interview and focus group data collected over a three-year period in five schools are used to analyze the centrality of trust
to teachers’ willingness to work with administrators to implement continuous improvement and quality management practices
for their schools and classrooms. A qualitative data analysis software package was used to code interviews and focus groups
for spontaneous comments that addressed trust. Two schools were characterized by high trust, and high willingness to change;
high levels of distrust distinguished three others. This emphasis of the analysis is on the association of spontaneously expressed
sentiments of trust or distrust and the association of those sentiments with willingness to participate in change initiated
from outside the school building. Pre-existing patterns of relational and institutional trust will enhance or limit the ability
of leaders to initiate large-scale change. More needs to be known about how to change coherently distrustful school settings
in order for systemic change to occur.
相似文献
| Karen Seashore LouisEmail: |
17.
Lynne Cherry 《Journal of Science Education and Technology》2011,20(2):208-213
Lynne Cherry Brandwein Lecture March 2010 National Science Teachers Association (NSTA) Conference, Philadelphia, PA. Young
Voices on Climate Change: Inspired and Empowered Youth Tackle Climate Science and Find Climate Solutions. As a child, Lynne
Cherry was profoundly connected to the natural world and a special place. She watched the destruction of her world. Now, through
her Young Voices on Climate Change project, she is trying to give teachers and young people the tools to prevent planetary
meltdown on a greater scale. Global climate change is upon us and the need for education and action is immediate. Outreach,
visual storytelling, and scientific understanding are especially necessary in light of the recent polls that show that the
public is becoming more confused and less concerned about climate change. Cherry’s climate book, co-authored with photojournalist
Gary Braasch, and her Young Voices on Climate Change films feature climate solutions. They’re about win–win—save the environment,
protect human health, reduce global warming gases, demonstrate youth making a difference with practical tools, motivate engagement
in climate science, take pride in increased science literacy, reach young people through their hearts as well as their minds,
and save money. Although young people can help their parents, peers and communities understand climate science, they can also
show them that reducing CO2 is in their economic interest, and spur them to take action. School carbon reduction initiatives are spilling over into communities
yielding measurable results in both global warming gas reductions and significant monetary savings. 相似文献
18.
This article examines the relationship between school organisational climate and the school's preparedness to undertake restructuring
and improvement. Over the last two decades, much research into school improvement and effectiveness has indicated the importance
of school climate for a school's efforts to change. For school-level personnel, an understanding of the nature of the prevailing
climate would seem valuable in determining the school's willingness and capacity to embark on school improvement initiatives
and to evaluate the impact that such initiatives have on the nature of the school's climate. The research reported here was
conducted in three phases. The first phase involved the assessment of the prevailing organisational climate in 30 secondary
schools drawn from three State education systems in Australia. The second phase involved analysing and documenting the principles
and school-level process associated with the establishment of site-based management in the three State education systems.
The third phase sought teachers' perceptions about the impact of site-based management on school improvement planning, collaboration
and curriculum leadership, and classroom practices. The research indicated the existence of an important relationship between
organisational climate and the school's capacity to implement and sustain authentic site-based management. Where the prevailing
organisational climate is negative, tailored ‘front-end’ strategies designed to improve the climate might be undertaken prior
to the school embarking on substantial school improvement initiatives. Finally, assessing organisational climate can provide
information about a school's preparedness to undertake change, and a re-assessment of climate following a change initiative
can provide evaluative data about the extent of change within the school.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
19.
There has been extensive research into the development of selective trust in testimony, but little is known about the development of selective trust in promises. The present research investigates children's (N = 264) selective trust in others' promises to help. In Study 1, 6-year-olds selectively trusted speakers who had previously kept a promise. In Study 2, 5-year-olds displayed selective trust for speakers who had previously kept a prosocial promise (promise to help). In Study 3, 5-year-olds trusted a speaker, who kept a prosocial promise, over a helper. These data suggest that from the age of 5 children show selective trust in others’ promises using prosociality, promise keeping, or both to inform their judgments. 相似文献
20.
Francis S. Dalisay 《Communication quarterly》2013,61(4):481-503
The present study examines the role of local news media in influencing perceived public support for a controversial political issue, and merges a key proposition of the spiral of silence theory with literature on conflict avoidance to analyze antecedents of political outspokenness among a representative sample of registered voters in the Western Pacific Island of Guam. Respondents were asked about their perceptions of local news media and public support for, and willingness to express opinions about, the relocation of roughly 8,600 U.S. Marines and about 10,000 of their dependents and civilian support from Okinawa, Japan to Guam. Results show that perceived support from local news media predicted perceived public support. Perceived public support for one's opinions positively predicted, and conflict avoidance negatively predicted, willingness to express opinions. The positive association between perceived public support for one's opinions and willingness to express opinions was stronger among those who had higher conflict avoidance than those who had lower conflict avoidance. 相似文献