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Students conceptions on the global warming and climate changes

Table of Content Abstract ...................................................................................................................................... 3

Introduction ................................................................................................................................ 3

Literature Review ....................................................................................................................... 4

Research methodology ............................................................................................................... 7

1.1 Sample and Data Collection ......................................................................................... 7

1.2 Assessment Instrument ................................................................................................. 7

1.3 Ethical Considerations .................................................................................................. 8

Results and discussion ............................................................................................................... 9

1.4 Interpreting Evidence of Global Warming ................................................................... 9

1.5 Impact of Global Warming ......................................................................................... 11

1.6 Understanding the Greenhouse Effect ........................................................................ 15

1.7 Explaining the Change in Atmospheric Carbon Dioxide Levels ............................... 16

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Conclusion ............................................................................................................................... 18

Reference.................................................................................................................................. 19

Appendix .................................................................................................................................. 22

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Abstract This study has examined the students conceptions on the global warming and climate

changes. A sum of 51 of foreign students from the University of Liverpool fulfilled the questionnaires designed to observe their understandings and attitude towards matter related to global warming and climate change. Analysis has been performed. The observed results show that most of them show confusion on the many aspects related to causes and effects of global warming and climate changes. It is presented the fact that apart from education and media, there have been little opportunities for international students to learn and gain their knowledge on the

related issues.

Introduction A part of National Research Councils (NRC, 1995) is climate which is scientific educational

standard and in science books from grade four, it is addressed since then. However, the textbook seems to have the design that does not consider students concepts and actually specific misconception can be reinforced. Moreover, conception of student is likely consistent or not consistent with the existing scientific perspective as that conception is based on the combinations of individual and social experience. Therefore, there is not enough of curricular continuity as called by Driver et al. (1994), series of experience which establish from students conception to knowledge of science and skills of science finally.

As stated in Shepardson et al. (2011), there is not enough study on the conception of student in the field of geoscience phenomena and relevant researches in the environment education tend to concentrate on the actual understanding about environmental matters of the students and on the attitude and behavior to the environment. Consequently, it is important for studies in education of environmental science and geo-science to keep on expanding the understandings of students conception on geo-environmental phenomena and event to provide information about standard, instruction and curriculum in geo-environmental education (Meadows and Wiesenmayer, 1999; Rye et al., 2000; Kln et al., 2008; Lombardi and Sinatra, 2012; Yazdanparast et al., 2013).

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Therefore, the studys objective is to examine the conception of student on the global warming and climate change, adding to the current literature on the basis of students studying of geoscience and environmental science, and providing instruction to the development of curricular.

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Conclusion

Among students responded, most of them show confusion on the effects of greenhouses and the types of radiations involving in the effects of greenhouses. It is responded that global warming is generally results of greenhouse gas as well as air pollutions. On the impacts of global warming and climate change on human life, generally, students do not think that these have large influences on people as well as society. They have believes that new technology would once be developed or other ways would be found for humans to be survived or adjusted to the changes in the environment causing by global warming as well as climate changes.

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Reference Boyes, E., & Stanisstreet, M. (1992). Students' perceptions of global warming. International

Journal of Environmental Studies, 42(4), 287-300.

Driver, R. (1994). Making sense of secondary science (Vol. 2). Psychology Press.

Hobson, K., & Niemeyer, S. (2011). Public responses to climate change: The role of deliberation in building capacity for adaptive action. Global environmental change, 21(3), 957-971.

Kln, A., Stanisstreet, M., & Boyes, E. (2008). Turkish students ideas about global warming. International Journal of Environmental & Science Education, 3(2), 89-98.

Lombardi, D., & Sinatra, G. M. (2012). College students perceptions about the plausibility of human-induced climate change. Research in Science Education, 42(2), 201-217.

Lorenzoni, I., & Pidgeon, N. F. (2006). Public views on climate change: European and USA perspectives. Climatic Change, 77(1-2), 73-95.

Lowe, T., Brown, K., Dessai, S., de Frana Doria, M., Haynes, K., & Vincent, K. (2006). Does tomorrow ever come? Disaster narrative and public perceptions of climate change. Public understanding of science, 15(4), 435-457.

Meadows, G., & Wiesenmayer, R. L. (1999). Identifying and addressing students' alternative conceptions of the causes of global warming: The need for cognitive conflict. Journal of Science Education and Technology, 8(3), 235-239.

Moss, R. H., Edmonds, J. A., Hibbard, K. A., Manning, M. R., Rose, S. K., van Vuuren, D. P., & Wilbanks, T. J. (2010). The next generation of scenarios for climate change research and assessment. Nature, 463(7282), 747-756.

National Research Council (US). Climate Research Committee. (1995). Natural climate variability on decade-to-century time scales. National Academies Press.

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Pidgeon, N. F., Lorenzoni, I., & Poortinga, W. (2008). Climate change or nuclear powerNo thanks! A quantitative study of public perceptions and risk framing in Britain. Global Environmental Change, 18(1), 69-85.

Rye, J. A., & Rubba, P. A. (2000). Student Understanding of Global Warming Implications for STS Education beyond 20001. In Science, Technology, and Society (pp. 193-230). Springer Netherlands.

Shepardson, D. P., Choi, S., Niyogi, D., & Charusombat, U. (2009). Student conceptions of global warming and climate change. In Annual Meeting of the National Association of Research in Science Teaching, Garden Grove, CA.

Shepardson, D. P., Niyogi, D., Choi, S., & Charusombat, U. (2011). Students conceptions about the greenhouse effect, global warming, and climate change. Climatic Change, 104(3-4), 481-507.

Spence, A., Poortinga, W., Pidgeon, N., & Lorenzoni, I. (2010). Public perceptions of energy choices: The influence of beliefs about climate change and the environment. Energy & environment, 21(5), 385-407.

Whitmarsh, L. (2009). What's in a name? Commonalities and differences in public understanding of climate change and global warming. Public understanding of science, 18(4), 401-420.

Whitmarsh, L., Seyfang, G., & ONeill, S. (2011). Public engagement with carbon and climate change: To what extent is the public carbon capable?. Global environmental change, 21(1), 56-65.

Wolf, J., & Moser, S. C. (2011). Individual understandings, perceptions, and engagement with climate change: insights from indepth studies across the world. Wiley Interdisciplinary Reviews: Climate Change, 2(4), 547-569.

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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.

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Appendix

Sample of Questionnaire

I am conducting a survey on global warming and climate change for the purpose of fulfilling my assignment on this issue. Please fill the questions precisely to help me complete

the requirements.

Personal information Name: .. Age: .. Gender: Male Female Name of school/college: .. Main questions

Do changes in carbon dioxide cause global warming? Yes No No opinion

Could you interpreting evidence of global warming and changes in carbon dioxide? Rising carbon dioxide causes rising in climate Rising climate causes rising in carbon dioxide Mutually influencing one to another No opinion

1. Is there a correlation between carbon dioxide level and climate change? Yes No No opinion

2. If your answer is yes, please give your own explanation on this correlation.

....

3. Could you interpreting the impact of global warming on ocean? Increasing Ocean levels as a result of melting polar ice Increasing Ocean levels as a result of increased precipitation Decreasing Ocean levels

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4. If you believe the global warming could lead to increasing in Ocean level, please give your own explanation on this correlation.

....

5. Does global warming cause increasing whether temperature due to impact on precipitation?

Yes No No opinion 6. If you believe the global warming could lead to increasing in whether temperature,

please give your own explanation on this correlation.

Causing less snow Causing rain Causing more rain Causing more humidity Causing more evaporation

7. Does global warming have impacts on plants and animals? Yes No No opinion

8. If you believe the global warming have impacts on plants and animals, please give your own explanation on this correlation.

Die or decrease in number Benefit

9. Could you give examples of impact of global warming on plants and animals? ....

10. Does global warming have impacts on people and society? Yes No No opinion

11. Could you give examples interpreting your own opinion on the interaction between global warming and people and society?

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....

12. Does carbon dioxide identify as a greenhouse gas? Yes No No opinion

13. Could you explain causes and impacts of greenhouse effects? ....

14. How to you explain about natural processes that might affect atmospheric carbon dioxide levels?

Natural change in temperature Volcanic eruptions Animal/human respiration Forest fires Others .............................................................

15. How to you explain about human process that might affect atmospheric carbon dioxide levels?

Increase to vehicles Increase to factories Deforestation Air pollution Others .............................................................

16. How to you explain about resolution that might affect atmospheric carbon dioxide levels?

Using less energy Reduce pollution in general Reduce the number of factories Others .............................................................

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Thank you very much for your cooperation!

AbstractIntroductionConclusionReferenceAppendix