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Understandings of c...
Understandings of climate change articulated by Swedish secondary school students
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- Holmqvist Olander, Mona, 1961 (författare)
- Gothenburg University,Göteborgs universitet,Institutionen för didaktik och pedagogisk profession,Department of Pedagogical, Curricular and Professional Studies,Univ Gothenburg, Dept Pedag Curricular & Profess Studies, Fac Educ, Gothenburg, Sweden
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- Olander, Clas, 1956 (författare)
- Gothenburg University,Göteborgs universitet,Institutionen för didaktik och pedagogisk profession,Department of Pedagogical, Curricular and Professional Studies,Univ Gothenburg, Dept Pedag Curricular & Profess Studies, Fac Educ, Gothenburg, Sweden
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(creator_code:org_t)
- 2016-09-28
- 2017
- Engelska.
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Ingår i: Journal of Biological Education. - : Informa UK Limited. - 0021-9266 .- 2157-6009. ; 51:4, s. 349-357
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Abstract
Ämnesord
Stäng
- © 2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis GroupThis 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.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Didaktik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Didactics (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)
Nyckelord
- Climate change
- climate literacy
- Science Education
- secondary school
- Students’ beliefs
- climate change
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
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