Climate change? When? Where?

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.