Research Article
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Evaluating University Students’ Understanding of Atmospheric Environmental Issues Using a Three-Tier Diagnostic Test

Year 2019, Volume: 9 Issue: 1, 1 - 17, 08.12.2018

Abstract

The objective of this study was to
evaluate university students’ understanding of atmospheric environmental issues
according to gender and attending (or not) a college level environmental course
(CLEC) including topics such as global warming (GW), greenhouse effect (GE),
ozone layer depletion (OLD) and acid rain (AR), and to investigate their
misconceptions about the examined content using three-tier diagnostic test. In
this study, the survey method was used. The sample of the study consisted of
170 students enrolled in the College of Science at San Jose State University in
the USA. To collect the data, “The
Atmosphere-Related Environmental Problems Three-Tier Diagnostic Test (AREPDiT)”

was used. The data were statistically analyzed using variance analysis (two-way
ANOVA) to determine possible differences in students’ understanding of
atmospheric environmental issues. In addition, they were descriptively analyzed
to find out what misconceptions students had. The results of the analysis
indicated that male students’ conceptual understanding of atmospheric
environmental issues was significantly higher than that of their female
counterparts and that students who had attended a CLEC had a higher conceptual
understanding of atmospheric environmental issues than those who had not. It
was also found that university students had various misconceptions about
atmospheric environmental issues.

References

  • Alp, E., Ertepinar, H., Tekkaya, C., & Yilmaz, A. (2006). A statistical analysis of children’s environmental knowledge and attitudes in Turkey. International Research in Geographical and Environmental Education, 15(3), 210-223.
  • Arcury, T. A., Scollay, S., & Johnson, T. P. (1987). Sex differences in environmental concern and knowledge. Sex Roles, 16, 463-472.
  • Arslan, H. O., Cigdemoglu, C. & Moseley, C. (2012). A Three-tier diagnostic test to assess pre-service teachers’ misconceptions about global warming, greenhouse effect, ozone layer depletion, and acid rain. International Journal of Science Education, 34(11), 1667-1686.
  • Bahar, M., Bag, H., & Bozkurt, O. (2008). Pre-service science teachers' understandings of an environmental issue: ozone layer depletion. Ekoloji, 18(69), 51-58.
  • Boyes, E., & Stanisstreet, M., & Papantoniou, V. S., (1999). The ideas of Greek high school students about the “Ozone Layer”. Science Education, 83(6), 724-737.
  • Boyes, E., Stanisstreet, M., & Pui-ming Yeung, S. (2004). Air pollution: The knowledge and attitudes of secondary school students in Hong Kong. International Research in Geographical and Environmental Education, 13(1), 21-37.
  • Caleon, I., & Subramaniam, R. (2010). Development and application of a three‐tier diagnostic test to assess secondary students’ understanding of waves. International Journal of Science Education, 32(7), 939-961.
  • Carrier, S. J. (2009). Environmental education in the schoolyard: learning styles and gender. The Journal of Environmental Education, 40(3), 2-12.
  • Cataloglu, E. (2002). Development and validation of an achievement test in introductory quantum mechanics: the quantum mechanics visualization instrument. (Unpublished doctoral dissertation) The Pennsylvania State University.
  • Chandrasegaran, A. L., Treagust, D. F., & Mocerino, M. (2007). The development of a two-tier multiple-choice diagnostic instrument for evaluating secondary school students’ ability to describe and explain chemical reactions using multiple levels of representation. Chemistry Education Research and Practice, 8(3), 293-307.
  • Cordero, E. (2000). Misconceptions in Australian students' understanding of Ozone depletion. Melbourne Studies in Education, 41(2), 85-97.
  • Daniel, B., Stanisstreet, M., & Boyes, E. (2004). How can we best reduce global warming? School students’ ideas and misconceptions. International Journal of Environmental Studies, 61(2), 211-222.
  • Dijkstra, E. M., & Goedhart, M. J. (2012). Development and validation of the ACSI: measuring students’ science attitudes, pro-environmental behaviour, climate change attitudes and knowledge. Environmental Education Research, 18(6), 733-749.
  • EPA (2014). Climate change indicators in the United States. (3rd ed.). Retrieved from https://www.epa.gov/sites/production/files/2016-07/documents/climateindicators-full-2014.pdf
  • Esa, N. (2010). Environmental knowledge, attitude and practices of student teachers. International Research in Geographical and Environmental Education, 19(1), 39-50.
  • Greenfield, T. A. (1996). Gender, ethnicity, science achievement, and attitudes. Journal of Research in Science Teaching, 33(8), 901-933.
  • Grimmette, K. A. (2014). The impacts of environmental education on youth and their environmental awareness. (Unpublished master’s thesis). University of Nebraska – Lincoln.
  • Groves, F. H., & Pugh, A. F. (1999). Elementary Pre-Service Teacher Perceptions of the Greenhouse Effect. Journal of Science Education and Technology, 8(1), 75-81.
  • Haines, A., Kovats, R. S., Campbell-Lendrum, D., & Corvalán, C. (2006). Climate change and human health: impacts, vulnerability and public health. Public Health, 120(7), 585-596.
  • Hasan, S., Bagayoko, D., & Kelley, E. L. (1999). Misconceptions and the certainty of response index (CRI). Physics Education, 34, 294–299.
  • Hayes, B. C., & Tariq, V. (2000). Gender differences in scientific knowledge and attitudes toward science: a comparative study of four Anglo-American nations. Public Understanding of Science, 9, 433-447.
  • Hestenes, D., & Halloun, I. (1995). Interpreting the force concept inventory. Physics Teacher, 33, 502-506.
  • Jones, M. G., Howe, A., & Rua, M. J. (2000). Gender Differences in Students’ Experiences, Interests, and Attitudes toward Science and Scientists. Science Education, 84(2), 180-192.
  • Kahraman, S., Yalcin, M., Ozkan, E., & Yalcin, F. A. (2008). Primary teacher training students’ levels of awareness and knowledge about global warming. GU Journal of Gazi Education Faculty, 28(3), 249-263.
  • Kaltakci, D. (2012). Development and application of a four-tier misconception test to assess pre-service students’ misconceptions about geometric optics. (Unpublished Doctoral Thesis). Middle East Technical University, Institute of Educational Sciences, Ankara, Turkey.
  • Kanli, U. (2015). Using a two-tier test to analyse students' and teachers' alternative concepts in astronomy. Science Education International, 26(2), 148-165.
  • Khalid, T. (2003). Pre-service high school teachers' perceptions of three environmental phenomena. Environmental Education Research, 9(1), 35-50.
  • Kilinc, A., Stanisstreet, M., & Boyes, E. (2008). Turkish students’ ideas about global warming. International Journal of Environmental & Science Education, 3(2), 89-98.
  • Kollmuss, A., & Agyeman, J. (2002). Mind the gap: why do people act environmentally and what are the barriers to pro-environmental behavior?. Environmental Education Research, 8(3), 239-260.
  • Leech, N. L., Barrett, K. C. & Morgan, G. A. (2005). SPSS for Intermediate Statistics, Use and Interpretation. (2nd ed.). Lawrence Erlbaum Associates Inc., Mahwah.
  • Likens, G. E., Driscoll, C. T., & Buso, D. C. (1996). Long-term of acid rain: response and recovery of a forest ecosystem. Science, 272, 244-246.
  • McCright, A. M. (2010). The effects of gender on climate change knowledge and concern in the American public. Population and Environment, 32, 66-87.
  • McMillan, J. H., & Schumacher, S. (2006). Research in education: Evidence based inquiry (6th ed.). New York, Pearson Education.
  • Menz, F. C., & Seip, H. M. (2004). Acid rain in Europe and the United States: an update. Environmental Science & Policy, 7, 253-265.
  • Nakhleh, M. B. (1992). Why some students don’t learn chemistry. Journal of Chemical Education, 69(3), 191-196.
  • Ocal, A., Kisoglu, M., Alas, A., & Gurbuz, H. (2011). Turkish prospective teachers’ understanding and misunderstanding on global warming. International Research in Geographical and Environmental Education, 20(3), 215-226.
  • Papadimitriou, V. (2004). Prospective primary teachers’ understanding of climate change, greenhouse effect, and ozone layer depletion. Journal of Science Education and Technology, 13(2), 299-307.
  • Pekel, F. O., & Ozay, E. (2005). Turkish high school students' perceptions of ozone layer depletion. Applied Environmental Education & Communication, 4(2), 115-123.
  • Pesman, H. & Eryilmaz, A. (2010). Development of a three-tier test to assess misconceptions about simple electric circuits. The Journal of Educational Research, 103(3), 208-222.
  • Reynolds, C. R., Livingston, R. B., & Willson, V. (2006). Measurement and assessment in education. Boston, MA: Allyn & Bacon.
  • Rye, J. A., Rubba, P. A., & Wiesenmayer, R. L. (1997). An investigation of middle school students’ alternative conceptions of global warming. International Journal of Science Education, 19(5), 527-551.
  • Salehi, S., Nejad, Z. P., Mahmoudi, H., & Burkart, S. (2016). Knowledge of global climate change: view of Iranian university students. International Research in Geographical and Environmental Education, 25(3), 226-243.
  • Sanger, M. J., & Greenbowe, T. J. (1997). Students' misconceptions in electrochemistry regarding current flow in electrolyte solutions and the salt bridge. Journal of Chemical Education, 74(7), 819-823.
  • Schmidt, H.-J. (1997). Students' misconceptions—Looking for a pattern. Science Education, 81(2), 123-135.
  • Sesen, B. A., & Ince, E. (2010). Internet as a source of misconception:" radiation and radioactivity". The Turkish Online Journal of Educational Technology, 9(4). Retrieved from https://search.proquest.com/docview/1288355535/fulltextPDF/855068D09A6D4EFEPQ/1?accountid=15572
  • 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.
  • Springer, M. T. (2014). Improving students’ understanding of molecular structure through broad-based use of computer models in the undergraduate organic chemistry lecture. Journal of Chemical Education, 91(8), 1162-1168.
  • Tikka, P. M., Kuitunen, M. T., & Tynys, S. M. (2000). Effects of educational background on students' attitudes, activity levels, and knowledge concerning the environment. The Journal of Environmental Education, 31(3), 12-19.
  • Treagust, D. F. (1986). Evaluating students’ misconceptions by means of diagnostic multiple choice items. Research in Science Education, 16, 199-207.
  • Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students’ misconceptions in science. International Journal of Science Education, 10(2), 159-169.
  • Tsui, C.‐Y. & Treagust, D. (2010). Evaluating secondary students’ scientific reasoning in genetics using a two‐tier diagnostic instrument. International Journal of Science Education, 32(8), 1073-1098.
  • Weinburgh, M. (1995). Gender differences in student attitudes toward science: A meta-analysis of the literature from 1970 to 1991. Journal of Research in Science Teaching, 32, 387–398.
  • Williamson, V. M., & Abraham, M. R. (1995). The effects of computer animation on the particulate mental models of college chemistry students. Journal of Research in Science Teaching, 32(5), 521-534.
  • Yalcin, F. A., & Yalcin, M. (2017). Turkish primary science teacher candidates’ understandings of global warming and ozone layer depletion. Journal of Education and Training Studies, 5(10), 218-230.
Year 2019, Volume: 9 Issue: 1, 1 - 17, 08.12.2018

Abstract

References

  • Alp, E., Ertepinar, H., Tekkaya, C., & Yilmaz, A. (2006). A statistical analysis of children’s environmental knowledge and attitudes in Turkey. International Research in Geographical and Environmental Education, 15(3), 210-223.
  • Arcury, T. A., Scollay, S., & Johnson, T. P. (1987). Sex differences in environmental concern and knowledge. Sex Roles, 16, 463-472.
  • Arslan, H. O., Cigdemoglu, C. & Moseley, C. (2012). A Three-tier diagnostic test to assess pre-service teachers’ misconceptions about global warming, greenhouse effect, ozone layer depletion, and acid rain. International Journal of Science Education, 34(11), 1667-1686.
  • Bahar, M., Bag, H., & Bozkurt, O. (2008). Pre-service science teachers' understandings of an environmental issue: ozone layer depletion. Ekoloji, 18(69), 51-58.
  • Boyes, E., & Stanisstreet, M., & Papantoniou, V. S., (1999). The ideas of Greek high school students about the “Ozone Layer”. Science Education, 83(6), 724-737.
  • Boyes, E., Stanisstreet, M., & Pui-ming Yeung, S. (2004). Air pollution: The knowledge and attitudes of secondary school students in Hong Kong. International Research in Geographical and Environmental Education, 13(1), 21-37.
  • Caleon, I., & Subramaniam, R. (2010). Development and application of a three‐tier diagnostic test to assess secondary students’ understanding of waves. International Journal of Science Education, 32(7), 939-961.
  • Carrier, S. J. (2009). Environmental education in the schoolyard: learning styles and gender. The Journal of Environmental Education, 40(3), 2-12.
  • Cataloglu, E. (2002). Development and validation of an achievement test in introductory quantum mechanics: the quantum mechanics visualization instrument. (Unpublished doctoral dissertation) The Pennsylvania State University.
  • Chandrasegaran, A. L., Treagust, D. F., & Mocerino, M. (2007). The development of a two-tier multiple-choice diagnostic instrument for evaluating secondary school students’ ability to describe and explain chemical reactions using multiple levels of representation. Chemistry Education Research and Practice, 8(3), 293-307.
  • Cordero, E. (2000). Misconceptions in Australian students' understanding of Ozone depletion. Melbourne Studies in Education, 41(2), 85-97.
  • Daniel, B., Stanisstreet, M., & Boyes, E. (2004). How can we best reduce global warming? School students’ ideas and misconceptions. International Journal of Environmental Studies, 61(2), 211-222.
  • Dijkstra, E. M., & Goedhart, M. J. (2012). Development and validation of the ACSI: measuring students’ science attitudes, pro-environmental behaviour, climate change attitudes and knowledge. Environmental Education Research, 18(6), 733-749.
  • EPA (2014). Climate change indicators in the United States. (3rd ed.). Retrieved from https://www.epa.gov/sites/production/files/2016-07/documents/climateindicators-full-2014.pdf
  • Esa, N. (2010). Environmental knowledge, attitude and practices of student teachers. International Research in Geographical and Environmental Education, 19(1), 39-50.
  • Greenfield, T. A. (1996). Gender, ethnicity, science achievement, and attitudes. Journal of Research in Science Teaching, 33(8), 901-933.
  • Grimmette, K. A. (2014). The impacts of environmental education on youth and their environmental awareness. (Unpublished master’s thesis). University of Nebraska – Lincoln.
  • Groves, F. H., & Pugh, A. F. (1999). Elementary Pre-Service Teacher Perceptions of the Greenhouse Effect. Journal of Science Education and Technology, 8(1), 75-81.
  • Haines, A., Kovats, R. S., Campbell-Lendrum, D., & Corvalán, C. (2006). Climate change and human health: impacts, vulnerability and public health. Public Health, 120(7), 585-596.
  • Hasan, S., Bagayoko, D., & Kelley, E. L. (1999). Misconceptions and the certainty of response index (CRI). Physics Education, 34, 294–299.
  • Hayes, B. C., & Tariq, V. (2000). Gender differences in scientific knowledge and attitudes toward science: a comparative study of four Anglo-American nations. Public Understanding of Science, 9, 433-447.
  • Hestenes, D., & Halloun, I. (1995). Interpreting the force concept inventory. Physics Teacher, 33, 502-506.
  • Jones, M. G., Howe, A., & Rua, M. J. (2000). Gender Differences in Students’ Experiences, Interests, and Attitudes toward Science and Scientists. Science Education, 84(2), 180-192.
  • Kahraman, S., Yalcin, M., Ozkan, E., & Yalcin, F. A. (2008). Primary teacher training students’ levels of awareness and knowledge about global warming. GU Journal of Gazi Education Faculty, 28(3), 249-263.
  • Kaltakci, D. (2012). Development and application of a four-tier misconception test to assess pre-service students’ misconceptions about geometric optics. (Unpublished Doctoral Thesis). Middle East Technical University, Institute of Educational Sciences, Ankara, Turkey.
  • Kanli, U. (2015). Using a two-tier test to analyse students' and teachers' alternative concepts in astronomy. Science Education International, 26(2), 148-165.
  • Khalid, T. (2003). Pre-service high school teachers' perceptions of three environmental phenomena. Environmental Education Research, 9(1), 35-50.
  • Kilinc, A., Stanisstreet, M., & Boyes, E. (2008). Turkish students’ ideas about global warming. International Journal of Environmental & Science Education, 3(2), 89-98.
  • Kollmuss, A., & Agyeman, J. (2002). Mind the gap: why do people act environmentally and what are the barriers to pro-environmental behavior?. Environmental Education Research, 8(3), 239-260.
  • Leech, N. L., Barrett, K. C. & Morgan, G. A. (2005). SPSS for Intermediate Statistics, Use and Interpretation. (2nd ed.). Lawrence Erlbaum Associates Inc., Mahwah.
  • Likens, G. E., Driscoll, C. T., & Buso, D. C. (1996). Long-term of acid rain: response and recovery of a forest ecosystem. Science, 272, 244-246.
  • McCright, A. M. (2010). The effects of gender on climate change knowledge and concern in the American public. Population and Environment, 32, 66-87.
  • McMillan, J. H., & Schumacher, S. (2006). Research in education: Evidence based inquiry (6th ed.). New York, Pearson Education.
  • Menz, F. C., & Seip, H. M. (2004). Acid rain in Europe and the United States: an update. Environmental Science & Policy, 7, 253-265.
  • Nakhleh, M. B. (1992). Why some students don’t learn chemistry. Journal of Chemical Education, 69(3), 191-196.
  • Ocal, A., Kisoglu, M., Alas, A., & Gurbuz, H. (2011). Turkish prospective teachers’ understanding and misunderstanding on global warming. International Research in Geographical and Environmental Education, 20(3), 215-226.
  • Papadimitriou, V. (2004). Prospective primary teachers’ understanding of climate change, greenhouse effect, and ozone layer depletion. Journal of Science Education and Technology, 13(2), 299-307.
  • Pekel, F. O., & Ozay, E. (2005). Turkish high school students' perceptions of ozone layer depletion. Applied Environmental Education & Communication, 4(2), 115-123.
  • Pesman, H. & Eryilmaz, A. (2010). Development of a three-tier test to assess misconceptions about simple electric circuits. The Journal of Educational Research, 103(3), 208-222.
  • Reynolds, C. R., Livingston, R. B., & Willson, V. (2006). Measurement and assessment in education. Boston, MA: Allyn & Bacon.
  • Rye, J. A., Rubba, P. A., & Wiesenmayer, R. L. (1997). An investigation of middle school students’ alternative conceptions of global warming. International Journal of Science Education, 19(5), 527-551.
  • Salehi, S., Nejad, Z. P., Mahmoudi, H., & Burkart, S. (2016). Knowledge of global climate change: view of Iranian university students. International Research in Geographical and Environmental Education, 25(3), 226-243.
  • Sanger, M. J., & Greenbowe, T. J. (1997). Students' misconceptions in electrochemistry regarding current flow in electrolyte solutions and the salt bridge. Journal of Chemical Education, 74(7), 819-823.
  • Schmidt, H.-J. (1997). Students' misconceptions—Looking for a pattern. Science Education, 81(2), 123-135.
  • Sesen, B. A., & Ince, E. (2010). Internet as a source of misconception:" radiation and radioactivity". The Turkish Online Journal of Educational Technology, 9(4). Retrieved from https://search.proquest.com/docview/1288355535/fulltextPDF/855068D09A6D4EFEPQ/1?accountid=15572
  • 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.
  • Springer, M. T. (2014). Improving students’ understanding of molecular structure through broad-based use of computer models in the undergraduate organic chemistry lecture. Journal of Chemical Education, 91(8), 1162-1168.
  • Tikka, P. M., Kuitunen, M. T., & Tynys, S. M. (2000). Effects of educational background on students' attitudes, activity levels, and knowledge concerning the environment. The Journal of Environmental Education, 31(3), 12-19.
  • Treagust, D. F. (1986). Evaluating students’ misconceptions by means of diagnostic multiple choice items. Research in Science Education, 16, 199-207.
  • Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students’ misconceptions in science. International Journal of Science Education, 10(2), 159-169.
  • Tsui, C.‐Y. & Treagust, D. (2010). Evaluating secondary students’ scientific reasoning in genetics using a two‐tier diagnostic instrument. International Journal of Science Education, 32(8), 1073-1098.
  • Weinburgh, M. (1995). Gender differences in student attitudes toward science: A meta-analysis of the literature from 1970 to 1991. Journal of Research in Science Teaching, 32, 387–398.
  • Williamson, V. M., & Abraham, M. R. (1995). The effects of computer animation on the particulate mental models of college chemistry students. Journal of Research in Science Teaching, 32(5), 521-534.
  • Yalcin, F. A., & Yalcin, M. (2017). Turkish primary science teacher candidates’ understandings of global warming and ozone layer depletion. Journal of Education and Training Studies, 5(10), 218-230.
There are 54 citations in total.

Details

Primary Language English
Journal Section Research Papers
Authors

Sakıp Kahraman

Publication Date December 8, 2018
Published in Issue Year 2019 Volume: 9 Issue: 1

Cite

APA Kahraman, S. (2018). Evaluating University Students’ Understanding of Atmospheric Environmental Issues Using a Three-Tier Diagnostic Test. International Electronic Journal of Environmental Education, 9(1), 1-17.
AMA Kahraman S. Evaluating University Students’ Understanding of Atmospheric Environmental Issues Using a Three-Tier Diagnostic Test. IEJEE-Green. December 2018;9(1):1-17.
Chicago Kahraman, Sakıp. “Evaluating University Students’ Understanding of Atmospheric Environmental Issues Using a Three-Tier Diagnostic Test”. International Electronic Journal of Environmental Education 9, no. 1 (December 2018): 1-17.
EndNote Kahraman S (December 1, 2018) Evaluating University Students’ Understanding of Atmospheric Environmental Issues Using a Three-Tier Diagnostic Test. International Electronic Journal of Environmental Education 9 1 1–17.
IEEE S. Kahraman, “Evaluating University Students’ Understanding of Atmospheric Environmental Issues Using a Three-Tier Diagnostic Test”, IEJEE-Green, vol. 9, no. 1, pp. 1–17, 2018.
ISNAD Kahraman, Sakıp. “Evaluating University Students’ Understanding of Atmospheric Environmental Issues Using a Three-Tier Diagnostic Test”. International Electronic Journal of Environmental Education 9/1 (December 2018), 1-17.
JAMA Kahraman S. Evaluating University Students’ Understanding of Atmospheric Environmental Issues Using a Three-Tier Diagnostic Test. IEJEE-Green. 2018;9:1–17.
MLA Kahraman, Sakıp. “Evaluating University Students’ Understanding of Atmospheric Environmental Issues Using a Three-Tier Diagnostic Test”. International Electronic Journal of Environmental Education, vol. 9, no. 1, 2018, pp. 1-17.
Vancouver Kahraman S. Evaluating University Students’ Understanding of Atmospheric Environmental Issues Using a Three-Tier Diagnostic Test. IEJEE-Green. 2018;9(1):1-17.