Abstract
Regional Australian students were surveyed to explore their understanding and knowledge of the greenhouse effect, ozone depletion and climate change. Results were compared with a parallel study undertaken in 1991 in a regional UK city.
The comparison was conducted to investigate whether more awareness and understanding of these issues is demonstrated by students as a result of over 16 years’ accumulated knowledge, increased certainty among experts of greenhouse effects on climate, media publicity and inclusion of the greenhouse effect in the Australian school curriculum.
Data obtained from a combined sample of 740 Year 8/10 secondary students examined the extent of student understanding and knowledge, models of explanation and sources of information of the phenomena. A path analytic, Structural Equation Model (SEM) tested links between student understanding of the greenhouse effect, knowledge of greenhouse gases and experience of being in a greenhouse, to conceptions of climate change.
Results show similarities between the two groups, with knowledge and understanding of these important scientific literacy issues remaining unacceptably low in 2007. Sociocultural influences are proposed in relation to results and implications for practice are suggested.
Article PDF
Similar content being viewed by others
Avoid common mistakes on your manuscript.
References
Australian Bureau of Statistics (ABS). (1998).Environmental issues: People’s views and practices. Canberra: Australian Bureau of Statistics.
Australian Bureau of Statistics (ABS). (1999).Environmental issues: People’s views and practices. Canberra: Australian Bureau of Statistics.
Arbuckle, J. L., & Wothke, W. (1999).Amos 4.0 users’ guide. Chicago: SmallWaters.
Barr, S. (2007). Factors influencing environmental attitudes and behaviours: a UK case study of household waste management.Environment and Behaviour, 39(4), 435–473.
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations.Journal of Personality and Social Psychology, 51(6), 1173–1182.
Berk, R. A., & Schulman, D. (1995). Public perceptions of global warming.Climatic Change 29, 1–33.
Bollen, K. A. (1989).Structural equations with latent variables. New York: Wiley.
Boyes, E., Chuckran, D., & Stanisstreet, M. (1993). How do high school students perceive global climatic change: What are its manifestations? What are its origins? What corrective action can be taken?Journal of Science Education and Technology, 2(4), 541–557.
Boyes, E., & Stanisstreet, M. (1992). Students’ perceptions of global warming.International Journal of Environmental Studies, 42, 287–300.
Boyes, E., & Stanisstreet, M. (1993). The greenhouse effect: Children’s perceptions of causes, consequences and cures.International Journal of Science Education, 15(5), 531–552.
Boyes, E., & Stanisstreet, M. (1997). Children’s models of understanding of two major environmental issues (ozone layer and greenhouse effect).Research in Science and Technological Education, 15, 18–28.
Boyes, E., & Stanisstreet, M. (2001). Global warming: What do high school students know 10 years on?World Resource Review, 13(2), 221–238.
Bronfenbrenner, U. (1979).The ecology of human development: experiments by nature and design. Cambridge, MA: Harvard University Press.
Coffield, F., Edward, S., Finlay, I., Hodgson, A., Spours, K., Steer, R., & Gregson, M. (2007). How policy impacts on practice and how practice does not impact on policy.British Educational Research Journal, 33(5), 723–741.
Conservative Party. (1992).The best future for Britain: 1992 Conservative Party general election manifesto. Retrieved January 2, 2008, from http://www.conservativeparty. net/manifestos/1992/1992-conservative-manifesto.shtml
Cordero, E. C. (2001). Is the ozone hole over your classroom?Australian Science Teachers’ Journal, 48(1), 34–39
Devine-Wright, P., Devine-Wright, H., & Fleming, P. (2004). Situational influences upon children’s beliefs about global warming and energy.Environmental Education Research, 10(4), 493–506.
Dispensa, J.M., & Brulle, J. R. (2003). Media’s Social Construction of Environmental Issues: Focus on Global Warming—A Comparative Study.International Journal of Sociology and Social Policy, 23, 74–105.
Dove, J. (1996). Student-teacher understanding of the greenhouse effect, ozone layer depletion and acid rain.Environmental Education Research, 2(1), 89–100.
Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom.Educational Researcher, 23, 5–12.
Dunlap R. E. (1998). Lay perceptions of global risk public views of global warming in cross-national context.International Sociology, 13(4), 473–498.
Environment Protection Authority (EPA). (2000).Who Cares About the Environment? A Community Survey. NSW: Taverner Research Company.
Fisher, B. (1998). Australian students’ appreciation of the greenhouse effect and ozone hole.Australian Science Teachers Journal, 44(3), 46–55.
Fortner, R. W. (2001). Climate change in school: Where does it fit in and how ready are we?Canadian Journal of Environmental Education, 6, 18–31.
Fortner, R., Lee, J., Corney, J., Romanello, S., Bonnell, J., Luthy, B., et al. (2000). Public understanding of climate change: Certainty and willingness to act.Environmental Education Research, 6(2), 127–141.
Hansen, P. J. K. (2003, July).The greenhouse effect and the effects of the ozone layer: Norwegian teacher students’ development of knowledge and teaching skills. Paper presented at the EWOC 2003: VI International Conference on School and Popular Meteorological and Oceanographic Education, Departamento de Física, Universidad Europea de Madrid, Spain.
Howitt, C. (2007). Pre-service elementary teachers’ perceptions of factors in an holistic methods course influencing their confidence in teaching science.Research in Science Education, 31(1), 41–58.
Intergovernmental Panel on Climate Change (IPCC). (2007).Climate Change 2007: Synthesis Report, Summary for policy makers. Retrieved January 12, 2008, from http://www.ipcc.ch/pdf/assessment-report/ar4/syr/ar4_syr_spm.pdf
Jeffries, H., Stanisstreet, M., & Boyes, E. (2001). Knowledge about the “Greenhouse Effect”: have college students improved?Research in Science & Technological Education, 19(2), 205–221.
Joreskog, K. G., & Sorbom, D. (1984).LISREL VI: analysis of linear structural relationships by the method of maximum likelihood (3rd ed.). Mooresvile, IN: Scientific software.
Kerr, S. C., & Walz, K. A. (2007). “Holes” in student understanding: Addressing prevalent misconceptions regarding atmospheric environmental chemistry.Journal of Chemical Education, 84(10), 1693–1696.
King D. (2007). Teacher beliefs and constraints in implementing a context-based approach in chemistry.Teaching Science, 53(1), 14–18.
Khilyuk, L. F., & Chilingar, G. V. (2003). Global warming: Are we confusing cause and effect?Energy Sources, 25, 357–370.
Krajcik, J., McNeill, K. L., & Reiser, B. J. (2008). Learning-goals-driven design model: Developing curriculum materials that align with national standards and incorporate project-based pedagogy.Science Education, 92, 1–32.
Lee, O., Lester, B. T., Ma, L., Lambert, J., & Jean-Baptiste, M. (2007). Concepts of the greenhouse effect and global warming among elementary students from diverse languages and cultures.Journal of Geoscience Education, 55(2), 117–125.
Lowe, I. (2000). A changing climate.New Scientist, 2256, 52.
Lyons, T. (2005). Different countries, same science classes: Students’ experiences of school science in their own words.International Journal of Science Education, 28(6), 591–614.
Massarani, L., & Castro Moreira, I. (2005). Attitudes towards genetics: A case study among Brazilian high school students.Public Understanding of Science, 14, 201–212.
MacCallum, R. C., & Austin, J. T. (2000). Applications of structural equation modelling in psychological research.Annual Revue of Psychology, 51, 201–226.
McCright, A., & Dunlap, R. E. (2000). Challenging global warming as a social problem: An analysis of the conservative movement’s counter-claims.Social Problems, 47, 499–522.
McCright, A., & Dunlap, R. E. (2003). Defeating Kyoto: The conservative movement’s impact on U.S. climate change policy.Social Problems 50, 348–73.
Maruyama, G. M. (1998).Basics of structural equation modeling. Thousand Oaks, CA: Sage.
Muthen, B. O. (1984). A general structural equation model with dichotomous, ordered categorical and continuous latent indicators.Psychometrika, 49, 115–132.
Nissani, M. (1999). Media coverage of the greenhouse effect.Population and Environment, 21, 27–43.
Morgan, M. D., & Moran, J. M. (1995). Understanding the greenhouse effect and the ozone shield: an index of scientific literacy among university students.Bulletin of the American Meteorological Society, 76/7, 1185–90.
O’Connor, R. E., Bord, R. J., & Fisher, A. (1999). Risk perceptions, general environmental beliefs, and willingness to address climate change.Risk Analysis, 19, 461–471.
Organisation for Economic and Cooperative Development (OECD). (2007).PISA 2006 Volume 2: Data??/Données. Retrieved December 12, 2007, from www.sourceoecd.org/ education/9789264040144
Osborne, J., & Collins, S. (2001). Pupils’ views of the role and value of the science curriculum: A focus-group study.International Journal of Science Education, 23(5, 441–467.
Papadakis, E. (2002). Global environmental diplomacy: Australia’s stances on global warming.Australian Journal of International Affairs, 56(2), 265–277.
Pierce, C. A., Block, R. A., & Aguinis, H. (2004). Cautionary note on reporting etasquared values from multifactor ANOVA designs.Educational and Psychological Measurement, 64(6) 916–924.
Queensland Studies Authority (QSA). (1999).Science: Years 1–10 syllabus. Brisbane, QLD: QSA.
Queensland Studies Authority (QSA). (2000).Science: Years 1–10 syllabus. Brisbane, QLD: QSA.
Roth, W-M., Tobin, K., & Ritchie, S. M. (2008). Time and temporality as mediators of science learning.Science Education, 92, 115–140.
Ryder, J. (2001). Identifying science understanding for functional scientific literacy.Studies in Science Education, 36, 1–44.
Schreiner, C., Henriksen, E., & Kerkeby Hansen, P. J. (2005). Climate education: Empowering today’s youth to meet tomorrow’s challenges.Studies in Science Education, 41(1/2), 3–50.
Skamp, K. (2000). Environmental concepts: Important and neglected? InAustralian Association for Environmental Education: International conference on environmental change (pp. 103–118). Manly, NSW: Australian Association for Environmental Education.
Spellman, G., Field, K., & Sinclair, J. (2003). An investigation into UK higher education students’ knowledge of global climatic change.International Research in Geographical and Environmental Education, 12(1), 6–17.
Stanwell-Smith, R. (2007). All change on climate change or more hot air [Electronic version]?Health and Hygiene, 28(3), 2–5.
Terry, P. (2007). Climate change technology could be hindered by public attitude, says scientist. Retrieved January 25, 2008, from http://www.sciencewa.net.au/index.php? option=com_content&task=view&id=551&Itemid=587
Tytler, R. (2007).Australian education review. Re-imaging science education: Engaging students in science for Australia’s future. Camberwell, Vic: Australian Council for Educational Research.
Tytler, R., & Symington, D. (2006). Science in school and society.Teaching Science: The Journal of the Australian Science Teachers Association, 52(3), 10–15.
Uzzell, D. (1999). Education for environmental action in the community: New roles and relationships.Cambridge Journal of Education, 29, 397–413.
Walsh, B. (2008). Wind shift [Electronic Version].Time International, 171(4), 56.
Waters-Adams, S. (2006). The relationship between understanding of the nature of science and practice: The influence of teachers’ beliefs about education, teaching and learning.International Journal of Science Education, 28(8), 919–944.
Weaver, A. A. (2002). Determinants of environmental attitudes: A five-country comparison.International journal of sociology, 32(1), 77–108.
Wilson, K., & Henson, B. (1993).Learning about Global Warming: A Study of Students and Journalists. [Learning about Science Easily and Readily series.] Boulder, CO: National Centre for Atmospheric Research.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Boon, H. Climate change? When? Where?. Aust. Educ. Res. 36, 43–64 (2009). https://doi.org/10.1007/BF03216905
Issue Date:
DOI: https://doi.org/10.1007/BF03216905