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Examining Students’ Thoughts on Climate Change in the Context of Basic Concept

Year 2023, Volume: 7 Issue: Special Issue 2 - Education and Psychology Research in the 100th Anniversary of the Republic, 300 - 313, 25.10.2023

Said Doğru Fatih Yüzbaşıoğlu

https://doi.org/10.54535/rep.1340429
Cited By: 1

Abstract

In this study, our aim was to investigate the beliefs of middle school students about climate change. We conducted study with 183 secondary school students. Within the scope of the study, students were asked two questions about climate change, and written responses were analyzed using an embedded a mixed-method approach. The questions posed were: (1) What is the cause of global warming? (2) What factors influence the climate? Based on the results of the quantitative analysis of the participants' responses, the answers to the first question were "human," "greenhouse effect," and "Earth." The concepts of "pollution," "atmosphere," and "Earth" are used in the second question. As per the qualitative analysis results, the students' responses focused on three elements: "living things, Earth, and atmosphere." The students responses to the second question reveal a more specific or general attitude. The findings indicate that students view climate change not merely as an isolated phenomenon but as a complex system influenced by various components. It is also suggested that students have an understanding of the distinction between weather and climate. The ability to connect climate change with social issues may encourage individuals to make greater efforts in mitigating its effects.

Keywords

Climate literacy Climate change Beliefs of middle school students

References

  • Andretta, S. (2007). Phenomenography: a conceptual framework for information literacy education. Aslib Proceedings, 59(2), 152-168. https://doi.org/10.1108/00012530710736663
  • Barak, B., & Gönençgil, B. (2020). A Comparison of Secondary School Curricula in Terms of Climate Change Education in the World and Turkey. Journal of Geography, (40), 187-201. http://doi:10.26650/JGEOG2019-0039
  • Bodzin, A., Q. Fu, V. Kulo, & T. Peffer (2014). Examining the enactment of a geospatial curriculum design approach on students’ geospatial thinking and reasoning. Journal of Science Education and Technology 23 (4): 562–574. https://doi.org/10.1007/s10956-014-9488-6
  • Burkholder, K. C., Devereaux, J., Grady, C., Solitro, M., & Mooney, S. M. (2017). Longitudinal study of the impacts of a climate change curriculum on undergraduate student learning: Initial results. Sustainability, 9(6), 913. https://doi.org/10.3390/su9060913
  • Bybee, R. (2015.) Scientific Literacy. In Encyclopedia of Science Education, edited by Grimstone Richard, 944–947. Rotterdam: Springer Netherlands. https://doi: 10.1007/978-94-007-2150-0_178
  • Cordero, E., A. M. & Todd Abellerra, D., (2008). “Climate change education and the ecological footprint”. Bulletin of American Meteorological Society, 6(1), 865–872. https://doi.org/10.1175/2007BAMS2432.1
  • Ilgar, M. Z., & Ilgar, S. C. (2013). Nitel bir arastırma deseni olarak gomulu teori (temellendirilmis kuram) [Embedded theory as a qualitative research pattern (grounded theory)]. IZU Journal of Social Sciences/ İZÜ Sosyal Bilimler Dergisi, 2(3), 197-247. https://openaccess.izu.edu.tr/xmlui/handle/20.500.12436/111
  • İbret, B., Demirbaş, İ., & Demir, F. (2019). Primary school 4th grade students to gain responsibility for natural environment with alternative activities. Cumhuriyet International Journal of Education, 8(1), 258-280. http://dx.doi.org/10.30703/cije.474570
  • Kurbanoğlu, S. (2010). Bilgi çağında bilgi okuryazarlığı, bilgi okuryazarlığından yaşam boyu öğrenmeye. II. Ulusal Okul Kütüphanecileri Konferansı, İstanbul: İdeal Kültür Yayını. [Information literacy in the information age, from information literacy to lifelong learning. II. National School Librarians Conference, Istanbul: Ideal Culture Publication.] https://scholar.google.com/scholar?cites=10398400481038652063&as_sdt=2005&sciodt=0,5&hl=tr
  • Laugksch, R. C. (2000). Scientific literacy: A conceptual overview. Science Education, 84(1), 71-94.
  • Leiserowitz, A., Smith, N. & Marlon, J. R. (2011). American teens’ knowledge of climate change. New Haven, CT: Yale University. https://doi.org/10.1002/(SICI)1098-237X(200001)84:1<71::AID-SCE6>3.0.CO;2-C
  • Lombardi, D. & Sinatra, G. M. (2012). College students’ perceptions about the plausibility of human-induced climate change. Research in Science Education, 42, 201–217. https://doi.org/10.1007/s11165-010-9196-z
  • O’Gorman, L. & Davis, J. (2013). Ecological footprinting: Its potential as a tool for change in preservice teacher education. Environmental Education Research, 19(6), 779-791. https://doi.org/10.1080/13504622.2012.749979
  • Milli Eğitim Bakanlığı. (2018). Fen bilimleri dersi öğretim programı. [Science course curriculum]. Retrieved from https://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
  • Merenlender, A. M., Crall, A. W., Drill, S., Prysby, M., & Ballard, H. (2016). Evaluating environmental education, citizen science, and stewardship through natüralist programs. Conservation Biology, 30(6), 1255-1265. https://doi.org/10.1111/cobi.12737
  • Olander, M., H., & Olander, C. (2017) Understandings of climate change articulated by Swedish secondary school students. Journal of Biological Education, 51(4), 349-357. https://doi.org/10.1080/00219266.2016.1233130
  • Özdem, Y., Dal, B., Öztürk, N., Sönmez, D., & Alper, U. (2014). What is that thing called climate change? An investigation into the understanding of climate change by seventh- grade students. International Research in Geographical and Environmental Education, 23(4), 294-313. https://doi.org/10.1080/10382046.2014.946323
  • Öztürk, K. (2002). Global climatic changes and their probable effect upon Turkey. Gazi University Journal of Gazi Educational Faculty, 22(1), 47-65. https://dergipark.org.tr/en/download/article-file/77436
  • 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. https://doi.org/10.1023/B:JOST.0000031268.72848.6d
  • Plutzer, E., McCaffrey, M., Hannah, A. L., Rosenau, J., Berbeco, M., & Reid, A. H. (2016). Climate confusion among US teachers. Science, 351(6274), 664-665. https://doi.org/10.1126/science.aab3907
  • Prokopy, L. S., Carlton, J. S., Arbuckle, J. G., Haigh, T., Lemos, M. C., Mase, A. S., ... & Power, R. (2015). Extension′s role in disseminating information about climate change to agricultural stakeholders in the United States. Climatic Change, 130(2), 261-272. https://doi.org/10.1007/s10584-015-1339-9
  • Ratinen, I. (2021). Students' knowledge of climate change, mitigation and adaptation in the context of constructive hope. Education Sciences, 11(3), 103. https://doi.org/10.3390/educsci11030103
  • Shepardson, D., P., Niyogi, D., Roychoudhury D., & Hirsch, A., (2012). Conceptualizing climate change in the context of a climate system: implications for climate and environmental education. Environmental Education Research, 18(3), 323- 352. https://doi.org/10.1080/13504622.2011.622839
  • Shutaleva, A. (2023). Ecological culture and critical thinking: building of a sustainable future. Sustainability, 15(18), 13492. https://doi.org/10.3390/su151813492
  • Sterling, S. (2004). An Analysis of the Development of Sustainability Education Internationally: Evolution, Interpretation and Transformative Potential. In The Sustainability Curriculum: The Challenge for Higher Education, edited by J. Blewitt and C. Cullingford, 43–62. London: Earthscan Publications.. https://books.google.com.tr/books?hl=tr&lr=&id=9Zqo_OdtvusC&oi=fnd&pg=PA43&dq=Sterling,+2004&ots=xkxCWaF16z&sig=_m4zNSbxILo6cnQgM-TKdHZBFV8&redir_esc=y#v=onepage&q= Sterling%2C%202004&f=false
  • Stevenson, K. T., Peterson, M. N., Bondell, H. D., Moore, S. E., & Carrier, S. J. (2014). Overcoming skepticism with education: interacting influences of worldview and climate change knowledge on perceived climate change risk among adolescents. Climatic change, 126(3-4), 293-304. https://doi.org/10.1007/s10584-014-1228-7
  • Text Finder. 2007. Word Analysis Tool. Accessed August 23, 2022. http://www.textfixer.com/tools/online-word counter.php#newText2
  • Türkeş, M. (2001). Hava, iklim, şiddetli hava olayları ve küresel ısınma. T.C. Başbakanlık Devlet Meteoroloji İşleri Genel Müdürlüğü 2000 Yılı Seminerleri Teknik Sunumlar, Seminerler Dizisi [Weather, climate, severe weather events and global warming”. In T.R. Prime Ministry General Directorate of State Meteorological Affairs 2000 Seminars Technical Presentations, Seminar Series], 1, 187-205. https://mgm.gov.tr/FILES/iklim/yayinlar/idcs.pdf
  • Yıldırım, A. & H. Şimşek (2013) Sosyal Bilimlerde Nitel Araştırma Yöntemleri [Qualitative research methods in the social sciences] Ankara: SeçkinYayıncılık. https://www.nadirkitap.com/sosyal-bilimlerde-nitel-arastirma-yontemleri-9-baski-ali-yildirimkitap25270520.html?gclid=CjwKCAjwg4SpBhAKEiwAdyLwvLf7zNhORpU48 yipX-YcIOUoxcRE37qZgr2QH-DgquyywsH3PIX_ARoCEgUQAvD_BwE

Year 2023, Volume: 7 Issue: Special Issue 2 - Education and Psychology Research in the 100th Anniversary of the Republic, 300 - 313, 25.10.2023

Said Doğru Fatih Yüzbaşıoğlu

https://doi.org/10.54535/rep.1340429
Cited By: 1

Abstract

References

  • Andretta, S. (2007). Phenomenography: a conceptual framework for information literacy education. Aslib Proceedings, 59(2), 152-168. https://doi.org/10.1108/00012530710736663
  • Barak, B., & Gönençgil, B. (2020). A Comparison of Secondary School Curricula in Terms of Climate Change Education in the World and Turkey. Journal of Geography, (40), 187-201. http://doi:10.26650/JGEOG2019-0039
  • Bodzin, A., Q. Fu, V. Kulo, & T. Peffer (2014). Examining the enactment of a geospatial curriculum design approach on students’ geospatial thinking and reasoning. Journal of Science Education and Technology 23 (4): 562–574. https://doi.org/10.1007/s10956-014-9488-6
  • Burkholder, K. C., Devereaux, J., Grady, C., Solitro, M., & Mooney, S. M. (2017). Longitudinal study of the impacts of a climate change curriculum on undergraduate student learning: Initial results. Sustainability, 9(6), 913. https://doi.org/10.3390/su9060913
  • Bybee, R. (2015.) Scientific Literacy. In Encyclopedia of Science Education, edited by Grimstone Richard, 944–947. Rotterdam: Springer Netherlands. https://doi: 10.1007/978-94-007-2150-0_178
  • Cordero, E., A. M. & Todd Abellerra, D., (2008). “Climate change education and the ecological footprint”. Bulletin of American Meteorological Society, 6(1), 865–872. https://doi.org/10.1175/2007BAMS2432.1
  • Ilgar, M. Z., & Ilgar, S. C. (2013). Nitel bir arastırma deseni olarak gomulu teori (temellendirilmis kuram) [Embedded theory as a qualitative research pattern (grounded theory)]. IZU Journal of Social Sciences/ İZÜ Sosyal Bilimler Dergisi, 2(3), 197-247. https://openaccess.izu.edu.tr/xmlui/handle/20.500.12436/111
  • İbret, B., Demirbaş, İ., & Demir, F. (2019). Primary school 4th grade students to gain responsibility for natural environment with alternative activities. Cumhuriyet International Journal of Education, 8(1), 258-280. http://dx.doi.org/10.30703/cije.474570
  • Kurbanoğlu, S. (2010). Bilgi çağında bilgi okuryazarlığı, bilgi okuryazarlığından yaşam boyu öğrenmeye. II. Ulusal Okul Kütüphanecileri Konferansı, İstanbul: İdeal Kültür Yayını. [Information literacy in the information age, from information literacy to lifelong learning. II. National School Librarians Conference, Istanbul: Ideal Culture Publication.] https://scholar.google.com/scholar?cites=10398400481038652063&as_sdt=2005&sciodt=0,5&hl=tr
  • Laugksch, R. C. (2000). Scientific literacy: A conceptual overview. Science Education, 84(1), 71-94.
  • Leiserowitz, A., Smith, N. & Marlon, J. R. (2011). American teens’ knowledge of climate change. New Haven, CT: Yale University. https://doi.org/10.1002/(SICI)1098-237X(200001)84:1<71::AID-SCE6>3.0.CO;2-C
  • Lombardi, D. & Sinatra, G. M. (2012). College students’ perceptions about the plausibility of human-induced climate change. Research in Science Education, 42, 201–217. https://doi.org/10.1007/s11165-010-9196-z
  • O’Gorman, L. & Davis, J. (2013). Ecological footprinting: Its potential as a tool for change in preservice teacher education. Environmental Education Research, 19(6), 779-791. https://doi.org/10.1080/13504622.2012.749979
  • Milli Eğitim Bakanlığı. (2018). Fen bilimleri dersi öğretim programı. [Science course curriculum]. Retrieved from https://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
  • Merenlender, A. M., Crall, A. W., Drill, S., Prysby, M., & Ballard, H. (2016). Evaluating environmental education, citizen science, and stewardship through natüralist programs. Conservation Biology, 30(6), 1255-1265. https://doi.org/10.1111/cobi.12737
  • Olander, M., H., & Olander, C. (2017) Understandings of climate change articulated by Swedish secondary school students. Journal of Biological Education, 51(4), 349-357. https://doi.org/10.1080/00219266.2016.1233130
  • Özdem, Y., Dal, B., Öztürk, N., Sönmez, D., & Alper, U. (2014). What is that thing called climate change? An investigation into the understanding of climate change by seventh- grade students. International Research in Geographical and Environmental Education, 23(4), 294-313. https://doi.org/10.1080/10382046.2014.946323
  • Öztürk, K. (2002). Global climatic changes and their probable effect upon Turkey. Gazi University Journal of Gazi Educational Faculty, 22(1), 47-65. https://dergipark.org.tr/en/download/article-file/77436
  • 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. https://doi.org/10.1023/B:JOST.0000031268.72848.6d
  • Plutzer, E., McCaffrey, M., Hannah, A. L., Rosenau, J., Berbeco, M., & Reid, A. H. (2016). Climate confusion among US teachers. Science, 351(6274), 664-665. https://doi.org/10.1126/science.aab3907
  • Prokopy, L. S., Carlton, J. S., Arbuckle, J. G., Haigh, T., Lemos, M. C., Mase, A. S., ... & Power, R. (2015). Extension′s role in disseminating information about climate change to agricultural stakeholders in the United States. Climatic Change, 130(2), 261-272. https://doi.org/10.1007/s10584-015-1339-9
  • Ratinen, I. (2021). Students' knowledge of climate change, mitigation and adaptation in the context of constructive hope. Education Sciences, 11(3), 103. https://doi.org/10.3390/educsci11030103
  • Shepardson, D., P., Niyogi, D., Roychoudhury D., & Hirsch, A., (2012). Conceptualizing climate change in the context of a climate system: implications for climate and environmental education. Environmental Education Research, 18(3), 323- 352. https://doi.org/10.1080/13504622.2011.622839
  • Shutaleva, A. (2023). Ecological culture and critical thinking: building of a sustainable future. Sustainability, 15(18), 13492. https://doi.org/10.3390/su151813492
  • Sterling, S. (2004). An Analysis of the Development of Sustainability Education Internationally: Evolution, Interpretation and Transformative Potential. In The Sustainability Curriculum: The Challenge for Higher Education, edited by J. Blewitt and C. Cullingford, 43–62. London: Earthscan Publications.. https://books.google.com.tr/books?hl=tr&lr=&id=9Zqo_OdtvusC&oi=fnd&pg=PA43&dq=Sterling,+2004&ots=xkxCWaF16z&sig=_m4zNSbxILo6cnQgM-TKdHZBFV8&redir_esc=y#v=onepage&q= Sterling%2C%202004&f=false
  • Stevenson, K. T., Peterson, M. N., Bondell, H. D., Moore, S. E., & Carrier, S. J. (2014). Overcoming skepticism with education: interacting influences of worldview and climate change knowledge on perceived climate change risk among adolescents. Climatic change, 126(3-4), 293-304. https://doi.org/10.1007/s10584-014-1228-7
  • Text Finder. 2007. Word Analysis Tool. Accessed August 23, 2022. http://www.textfixer.com/tools/online-word counter.php#newText2
  • Türkeş, M. (2001). Hava, iklim, şiddetli hava olayları ve küresel ısınma. T.C. Başbakanlık Devlet Meteoroloji İşleri Genel Müdürlüğü 2000 Yılı Seminerleri Teknik Sunumlar, Seminerler Dizisi [Weather, climate, severe weather events and global warming”. In T.R. Prime Ministry General Directorate of State Meteorological Affairs 2000 Seminars Technical Presentations, Seminar Series], 1, 187-205. https://mgm.gov.tr/FILES/iklim/yayinlar/idcs.pdf
  • Yıldırım, A. & H. Şimşek (2013) Sosyal Bilimlerde Nitel Araştırma Yöntemleri [Qualitative research methods in the social sciences] Ankara: SeçkinYayıncılık. https://www.nadirkitap.com/sosyal-bilimlerde-nitel-arastirma-yontemleri-9-baski-ali-yildirimkitap25270520.html?gclid=CjwKCAjwg4SpBhAKEiwAdyLwvLf7zNhORpU48 yipX-YcIOUoxcRE37qZgr2QH-DgquyywsH3PIX_ARoCEgUQAvD_BwE
There are 29 citations in total.

Details

Primary Language English
Subjects Educational Psychology
Journal Section Articles
Authors

Said Doğru 0000-0002-9516-1442

Fatih Yüzbaşıoğlu 0000-0002-0226-7943

Early Pub Date October 23, 2023
Publication Date October 25, 2023
Published in Issue Year 2023 Volume: 7 Issue: Special Issue 2 - Education and Psychology Research in the 100th Anniversary of the Republic

Cite

APA Doğru, S., & Yüzbaşıoğlu, F. (2023). Examining Students’ Thoughts on Climate Change in the Context of Basic Concept. Research on Education and Psychology, 7(Special Issue 2), 300-313. https://doi.org/10.54535/rep.1340429

Cited By

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İnsan ve Sosyal Bilimler Dergisi
https://doi.org/10.53048/johass.1375173
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