Understandings of Climate Change Articulated by Swedish Secondary School Students

Autor/inn/en	Holmqvist Olander, Mona; Olander, Clas
Titel	Understandings of Climate Change Articulated by Swedish Secondary School Students
Quelle	In: Journal of Biological Education, 51 (2017) 4, S.349-357 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holmqvist Olander, Mona) ORCID (Olander, Clas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2016.1233130
Schlagwörter	Climate; Secondary School Students; Foreign Countries; Beliefs; Student Attitudes; Mixed Methods Research; Science Instruction; Grade 12; Scientific Literacy; Sweden + Suchen Sie Ihr Suchwort? Klima; Sekundarschüler; Ausland; Belief; Glaube; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 12; 12. Schuljahr; Schuljahr 12; Schweden
Abstract	This study investigated beliefs about climate change among Swedish secondary school students at the end of their K-12 education. An embedded mixed method approach was used to analyse 51 secondary school students' written responses to two questions: (1) What implies climate change? (2) What affects climate? A quantitative analysis of the responses revealed that "Earth", "human" and "greenhouse effect" were frequent topics regarding the first question, and "pollution", "atmosphere" and "Earth" were frequent regarding the second. A qualitative analysis, based on a "conceptual elements" framework, focused on three elements within responses: atmosphere (causes and/or consequences), Earth (causes and consequences) and living beings (humans and/or animals and their impacts on climate change). It revealed a predominantly general or societal, rather than individual, perspective underlying students' responses to the second question. The ability to connect general/societal issues with individual issues relating to climate change could prompt students to reflect on the contributions of individuals towards climate change mitigation, thereby constituting a basis for decision-making to promote a sustainable environment. Although the students did not discuss climate changes from an individual perspective, their statements revealed their understanding of climate change as a system comprising various components affecting the overall situation. They also revealed an understanding of the difference between weather and climate. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01