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‘The Hole in the Sky Causes Global Warming’: A Case Study of Secondary School Students’ Climate Change Alternative Conceptions

Year 2015, Volume: 5 Issue: 3, 316 - 331, 31.12.2015

Abstract

This study identified secondary school students’ alternative
conceptions (ACs) of climate change and their resistance to instruction. Using
a case-based approach, a diagnostic test was administered to Secondary 3 male
students in a pre-test and post-test. The ACs identified in the pre-test were
on the causes of climate change, the natural greenhouse effect and its
properties, the enhancement of the greenhouse effect, the elements involved in
heat-trapping and their characteristics. There were also notable ACs on the
effects of climate change, mostly on how the phenomenon is related to
non-atmospheric events such as tsunami, earthquakes, acid rain and skin cancer.
The students confuse the Montreal with the Kyoto Protocol as the primary treaty
aimed at curbing greenhouse gas emissions. Whereas there was significant
improvement in students’ understanding in the post-test, the distribution of
responses for each of the ACs showed that the reduction in erroneous responses
was not sufficient to reject the ACs fully. The authors recommend that
instruction should move beyond patchwork pedagogy to a more explicit
acknowledgement, incorporation and direct refutation of misconceived knowledge
structures. 

References

  • 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. doi: 10.1080/09500693.2012.680618
  • Bodzin, A. M., Anastasio, D., Sahagian, D., Peffer, T., Dempsey, C.; Steelman, R. (2014). Investigating climate change understandings of urban middle-level students. Journal of Geoscience Education, 62(3), 417-430. doi: 10.5408/13-042.1
  • Boon, H. J. (2010). Climate change? Who knows? A comparison of secondary students and pre-service teachers. Australian Journal of Teacher Education, 35, 104-120.
  • Boyes, E., Stanisstreet, M.; Yongling, Z. (2008). Combating global warming: The ideas of high school students in the growing economy of south east china. International Journal of Environmental Studies, 65(2), 233-245.
  • Boylan, C. (2008). Exploring elementary students' understanding of energy and climate change. International Electronic Journal of Elementary Education, 1(1), 1-15.
  • Bozdogan, A. E. (2011). The effects of instruction with visual materials on the development of preservice elementary teachers' knowledge and attitude towards global warming. Turkish Online Journal of Educational Technology, 10(2), 218-233.
  • Chang, C.-H. (2014). Climate change education: Knowing, doing and being. Abingdon: Routledge.
  • Chang, C.-H.;Pascua, L. (2014). Uncovering the nexus between scientific discourse and school geography in singapore students’ understanding of climate change Research in Geographic Education, 16 (1), 41-56.
  • Chang, C. H.; Pascua, L. (2016). Singapore students’ misconceptions of climate change. International Research in Geographical and Environmental Change, 25(1), 84-96.
  • Cheong, I. P. A., Treagust, D., Kyeleve, I. J.; Oh, P. Y. (2010). Evaluation of students' conceptual understanding of malaria International Journal of Science Education, 32(18), 2497-2519.
  • Chi, M. T. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift International handbook of research on conceptual change (pp. 61-82).
  • Chi, M. T. (2013). Two kinds and four sub-types of misconceived knowledge, ways to change it, and the learning outcomes The international handbook of conceptual change (2nd ed.) (pp. 49-70). New York: Routledge.
  • Çimer, S. O., Çimer, A.;Ursava, A. (2011). Student teachers’ conceptions about global warming and changes in their conceptions during pre-service education: A cross sectional study. Educational Research and Reviews, 6(8), 592-597.
  • Coşkun, M.; Aydın, F. (2011). Geography teacher candidates’ perceptions towards the “greenhouse effect”. American–Eurasian Journal of Agriculture & Environment Sciences, 10 (2), 290-295.
  • Dawson, V.;Carson, K. (2013). Australian secondary school students' understanding of climate change. Teaching Science, 59(3), 9-14.
  • Dupigny-Giroux, L. A. L. (2010). Exploring the challenges of climate science literacy: Lessons from students, teachers and lifelong learners. Geography Compass, 4(9), 1203-1217.
  • Hansen, P. J. K. (2010). Knowledge about the greenhouse effect and the effects of the ozone layer among norwegian pupils finishing compulsory education in 1989, 1993, and 2005-what now? International Journal of Science Education, 32(3), 397-419. doi: 10.1080/09500690802600787
  • Harrington, J. (2008). Misconceptions: Barriers to improved climate literacy. Physical Geography, 29(6), 575-584.
  • Ikonomidis, S., Papanastasiou, D., Melas, D.;Avgoloupis, S. (2012). The anthropogenic ‘greenhouse effect’: Greek prospective primary teachers’ ideas about causes, consequences and cures. Journal of Science Education and Technology, 21(6), 768-779. doi: 10.1007/s10956-012-9365-0
  • Jiuan, T. S., Wirtz, J., Jung, K.;Keng, K. A. (2001). Singaporeans' attitudes towards work, pecuniary adherence, materialism, feminism, environmental consciousness, and media credibility. Singapore Management Review, 23(1), 59.
  • Kagawa, F.; Selby, D. (2012). Ready for the storm: Education for disaster risk reduction and climate change adaptation and mitigation. Journal of Education for Sustainable Development, 6(2), 207-217.
  • Lambert, J. L., Lindgren, J.; Bleicher, R. (2012). Assessing elementary science methods students' understanding about global climate change. International Journal of Science Education, 34(8), 1167-1187. doi: 10.1080/09500693.2011.633938
  • Lee, O., Lester, B. T., Li, M., Lambert, J.;Jean-Baptiste, M. (2007). Conceptions of the greenhouse effect and global warming among elementary students from diverse languages and cultures. Journal of Geoscience Education, 55(2), 117.
  • Liarakou, G., Athanasiadis, I.; Gavrilakis, C. (2011). What greek secondary school students believe about climate change? International Journal of Environmental and Science Education, 6(1), 79-98.
  • Marsden, B. (1997). Continuity after the national curriculum. Teaching Geography, 68-70.
  • McCaffrey, M. S.;Buhr, S. M. (2008). Clarifying climate confusion: Addressing systemic holes, cognitive gaps, and misconceptions through climate literacy. Physical Geography, 29(6), 512-528.
  • McCuin, J. L., Hayhoe, K.; Hayhoe, D. (2014). Comparing the effects of traditional vs. Misconceptions-based instruction on student understanding of the greenhouse effect. Journal of Geoscience Education, 62(3), 445-459. doi: 10.5408/13-068.1
  • McNeill, K. L.; Vaughn, M. H. (2012). Urban high school students’ critical science agency: Conceptual understandings and environmental actions around climate change. Research in Science Education, 42(2), 373-399.
  • Mower, T. (2012). Climate change in the curriculum: Are all young people informed and inspired? Earth & Environment, 8(1), 1-37.
  • 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. doi: 10.1080/10382046.2011.588504
  • Pascua, L.,; Chang, C.-H. (2015). Using intervention-oriented evaluation to diagnose and correct students’ persistent climate change misconceptions: A singapore case study. Evaluation and Program Planning, 52, 70-77.
  • Punter, P., Ochando-Pardo, M., & Garcia, J. (2011). Spanish secondary school students' notions on the causes and consequences of climate change. International Journal of Science Education, 33(3), 447-464.
  • Shepardson, D. P., Niyogi, D., Choi, S., & Charusombat, U. (2009). Seventh grade students' conceptions of global warming and climate change. Environmental Education Research, 15(5), 549-570. doi: 10.1080/13504620903114592
  • Tan, K. C. D., Goh, N. K., Chia, L. S., ; Treagust, D. F. (2002). Development and application of a two-tier multiple choice diagnostic instrument to assess high school students' understanding of inorganic chemistry qualitative analysis. Journal of research in Science Teaching, 39(4), 283-301.
  • 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. F. (2010). Evaluating secondary students’ scientific reasoning in genetics using a two-tier diagnostic instrument. International Journal of Science Education, 32(8), 1073-1098.
  • Von Aufschnaiter, C.,; Rogge, C. (2010). Misconceptions or missing conceptions. Eurasia Journal of Mathematics, Science & Technology Education, 6(1), 3-18.
  • Wang, J. R. (2004). Development and validation of a two-tier instrument to examine understanding of internal transport in plants and the human circulatory system. International Journal of Science and Mathematics Education, 2(2), 131-157.
  • Yazdanparast, T., Salehpour, S., Masjedi, M. R., Seyedmehdi, S. M., Boyes, E., Stanisstreet, M., & Attarchi, M. (2013). Global warming: Knowledge and views of iranian students. Acta medica Iranica, 51(3), 178-184.
Year 2015, Volume: 5 Issue: 3, 316 - 331, 31.12.2015

Abstract

References

  • 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. doi: 10.1080/09500693.2012.680618
  • Bodzin, A. M., Anastasio, D., Sahagian, D., Peffer, T., Dempsey, C.; Steelman, R. (2014). Investigating climate change understandings of urban middle-level students. Journal of Geoscience Education, 62(3), 417-430. doi: 10.5408/13-042.1
  • Boon, H. J. (2010). Climate change? Who knows? A comparison of secondary students and pre-service teachers. Australian Journal of Teacher Education, 35, 104-120.
  • Boyes, E., Stanisstreet, M.; Yongling, Z. (2008). Combating global warming: The ideas of high school students in the growing economy of south east china. International Journal of Environmental Studies, 65(2), 233-245.
  • Boylan, C. (2008). Exploring elementary students' understanding of energy and climate change. International Electronic Journal of Elementary Education, 1(1), 1-15.
  • Bozdogan, A. E. (2011). The effects of instruction with visual materials on the development of preservice elementary teachers' knowledge and attitude towards global warming. Turkish Online Journal of Educational Technology, 10(2), 218-233.
  • Chang, C.-H. (2014). Climate change education: Knowing, doing and being. Abingdon: Routledge.
  • Chang, C.-H.;Pascua, L. (2014). Uncovering the nexus between scientific discourse and school geography in singapore students’ understanding of climate change Research in Geographic Education, 16 (1), 41-56.
  • Chang, C. H.; Pascua, L. (2016). Singapore students’ misconceptions of climate change. International Research in Geographical and Environmental Change, 25(1), 84-96.
  • Cheong, I. P. A., Treagust, D., Kyeleve, I. J.; Oh, P. Y. (2010). Evaluation of students' conceptual understanding of malaria International Journal of Science Education, 32(18), 2497-2519.
  • Chi, M. T. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift International handbook of research on conceptual change (pp. 61-82).
  • Chi, M. T. (2013). Two kinds and four sub-types of misconceived knowledge, ways to change it, and the learning outcomes The international handbook of conceptual change (2nd ed.) (pp. 49-70). New York: Routledge.
  • Çimer, S. O., Çimer, A.;Ursava, A. (2011). Student teachers’ conceptions about global warming and changes in their conceptions during pre-service education: A cross sectional study. Educational Research and Reviews, 6(8), 592-597.
  • Coşkun, M.; Aydın, F. (2011). Geography teacher candidates’ perceptions towards the “greenhouse effect”. American–Eurasian Journal of Agriculture & Environment Sciences, 10 (2), 290-295.
  • Dawson, V.;Carson, K. (2013). Australian secondary school students' understanding of climate change. Teaching Science, 59(3), 9-14.
  • Dupigny-Giroux, L. A. L. (2010). Exploring the challenges of climate science literacy: Lessons from students, teachers and lifelong learners. Geography Compass, 4(9), 1203-1217.
  • Hansen, P. J. K. (2010). Knowledge about the greenhouse effect and the effects of the ozone layer among norwegian pupils finishing compulsory education in 1989, 1993, and 2005-what now? International Journal of Science Education, 32(3), 397-419. doi: 10.1080/09500690802600787
  • Harrington, J. (2008). Misconceptions: Barriers to improved climate literacy. Physical Geography, 29(6), 575-584.
  • Ikonomidis, S., Papanastasiou, D., Melas, D.;Avgoloupis, S. (2012). The anthropogenic ‘greenhouse effect’: Greek prospective primary teachers’ ideas about causes, consequences and cures. Journal of Science Education and Technology, 21(6), 768-779. doi: 10.1007/s10956-012-9365-0
  • Jiuan, T. S., Wirtz, J., Jung, K.;Keng, K. A. (2001). Singaporeans' attitudes towards work, pecuniary adherence, materialism, feminism, environmental consciousness, and media credibility. Singapore Management Review, 23(1), 59.
  • Kagawa, F.; Selby, D. (2012). Ready for the storm: Education for disaster risk reduction and climate change adaptation and mitigation. Journal of Education for Sustainable Development, 6(2), 207-217.
  • Lambert, J. L., Lindgren, J.; Bleicher, R. (2012). Assessing elementary science methods students' understanding about global climate change. International Journal of Science Education, 34(8), 1167-1187. doi: 10.1080/09500693.2011.633938
  • Lee, O., Lester, B. T., Li, M., Lambert, J.;Jean-Baptiste, M. (2007). Conceptions of the greenhouse effect and global warming among elementary students from diverse languages and cultures. Journal of Geoscience Education, 55(2), 117.
  • Liarakou, G., Athanasiadis, I.; Gavrilakis, C. (2011). What greek secondary school students believe about climate change? International Journal of Environmental and Science Education, 6(1), 79-98.
  • Marsden, B. (1997). Continuity after the national curriculum. Teaching Geography, 68-70.
  • McCaffrey, M. S.;Buhr, S. M. (2008). Clarifying climate confusion: Addressing systemic holes, cognitive gaps, and misconceptions through climate literacy. Physical Geography, 29(6), 512-528.
  • McCuin, J. L., Hayhoe, K.; Hayhoe, D. (2014). Comparing the effects of traditional vs. Misconceptions-based instruction on student understanding of the greenhouse effect. Journal of Geoscience Education, 62(3), 445-459. doi: 10.5408/13-068.1
  • McNeill, K. L.; Vaughn, M. H. (2012). Urban high school students’ critical science agency: Conceptual understandings and environmental actions around climate change. Research in Science Education, 42(2), 373-399.
  • Mower, T. (2012). Climate change in the curriculum: Are all young people informed and inspired? Earth & Environment, 8(1), 1-37.
  • 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. doi: 10.1080/10382046.2011.588504
  • Pascua, L.,; Chang, C.-H. (2015). Using intervention-oriented evaluation to diagnose and correct students’ persistent climate change misconceptions: A singapore case study. Evaluation and Program Planning, 52, 70-77.
  • Punter, P., Ochando-Pardo, M., & Garcia, J. (2011). Spanish secondary school students' notions on the causes and consequences of climate change. International Journal of Science Education, 33(3), 447-464.
  • Shepardson, D. P., Niyogi, D., Choi, S., & Charusombat, U. (2009). Seventh grade students' conceptions of global warming and climate change. Environmental Education Research, 15(5), 549-570. doi: 10.1080/13504620903114592
  • Tan, K. C. D., Goh, N. K., Chia, L. S., ; Treagust, D. F. (2002). Development and application of a two-tier multiple choice diagnostic instrument to assess high school students' understanding of inorganic chemistry qualitative analysis. Journal of research in Science Teaching, 39(4), 283-301.
  • 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. F. (2010). Evaluating secondary students’ scientific reasoning in genetics using a two-tier diagnostic instrument. International Journal of Science Education, 32(8), 1073-1098.
  • Von Aufschnaiter, C.,; Rogge, C. (2010). Misconceptions or missing conceptions. Eurasia Journal of Mathematics, Science & Technology Education, 6(1), 3-18.
  • Wang, J. R. (2004). Development and validation of a two-tier instrument to examine understanding of internal transport in plants and the human circulatory system. International Journal of Science and Mathematics Education, 2(2), 131-157.
  • Yazdanparast, T., Salehpour, S., Masjedi, M. R., Seyedmehdi, S. M., Boyes, E., Stanisstreet, M., & Attarchi, M. (2013). Global warming: Knowledge and views of iranian students. Acta medica Iranica, 51(3), 178-184.
There are 39 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Chew-hung Chang

Liberty Pascua

Publication Date December 31, 2015
Submission Date October 10, 2015
Acceptance Date December 20, 2015
Published in Issue Year 2015 Volume: 5 Issue: 3

Cite

APA Chang, C.-h., & Pascua, L. (2015). ‘The Hole in the Sky Causes Global Warming’: A Case Study of Secondary School Students’ Climate Change Alternative Conceptions. Review of International Geographical Education Online, 5(3), 316-331.
AMA Chang Ch, Pascua L. ‘The Hole in the Sky Causes Global Warming’: A Case Study of Secondary School Students’ Climate Change Alternative Conceptions. Review of International Geographical Education Online. December 2015;5(3):316-331.
Chicago Chang, Chew-hung, and Liberty Pascua. “‘The Hole in the Sky Causes Global Warming’: A Case Study of Secondary School Students’ Climate Change Alternative Conceptions”. Review of International Geographical Education Online 5, no. 3 (December 2015): 316-31.
EndNote Chang C-h, Pascua L (December 1, 2015) ‘The Hole in the Sky Causes Global Warming’: A Case Study of Secondary School Students’ Climate Change Alternative Conceptions. Review of International Geographical Education Online 5 3 316–331.
IEEE C.-h. Chang and L. Pascua, “‘The Hole in the Sky Causes Global Warming’: A Case Study of Secondary School Students’ Climate Change Alternative Conceptions”, Review of International Geographical Education Online, vol. 5, no. 3, pp. 316–331, 2015.
ISNAD Chang, Chew-hung - Pascua, Liberty. “‘The Hole in the Sky Causes Global Warming’: A Case Study of Secondary School Students’ Climate Change Alternative Conceptions”. Review of International Geographical Education Online 5/3 (December 2015), 316-331.
JAMA Chang C-h, Pascua L. ‘The Hole in the Sky Causes Global Warming’: A Case Study of Secondary School Students’ Climate Change Alternative Conceptions. Review of International Geographical Education Online. 2015;5:316–331.
MLA Chang, Chew-hung and Liberty Pascua. “‘The Hole in the Sky Causes Global Warming’: A Case Study of Secondary School Students’ Climate Change Alternative Conceptions”. Review of International Geographical Education Online, vol. 5, no. 3, 2015, pp. 316-31.
Vancouver Chang C-h, Pascua L. ‘The Hole in the Sky Causes Global Warming’: A Case Study of Secondary School Students’ Climate Change Alternative Conceptions. Review of International Geographical Education Online. 2015;5(3):316-31.