Assessing the Senior School Students' Knowledge, Attitude and Practices Related to Climate Change: Implications for Curriculum Review and Teacher Preparation

Autor/inn/en	Falaye, Folajogun V.; Okwilagwe, Eugenia A.
Titel	Assessing the Senior School Students' Knowledge, Attitude and Practices Related to Climate Change: Implications for Curriculum Review and Teacher Preparation
Quelle	In: Journal of the International Society for Teacher Education, 20 (2016) 1, S.43-53 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-5968
Schlagwörter	Weather; Climate; Ecology; Environment; Secondary School Students; Age Differences; Gender Differences; Religion; Parent Background; Educational Attainment; Knowledge Level; Student Attitudes; Student Behavior; Questionnaires; Statistical Analysis; Natural Disasters; Foreign Countries; Nigeria + Suchen Sie Ihr Suchwort? Wetter; Klima; Ökologie; Umwelt; Sekundarschüler; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Elternhaus; Bildungsabschluss; Bildungsgut; Wissensbasis; Schülerverhalten; Student behaviour; Fragebogen; Statistische Analyse; Natural disaster; Naturkatastrophe; Ausland
Abstract	Changes in weather patterns result in devastating natural disasters that affect human beings and the environment. Ironically, climate change is man induced. This study investigated the knowledge, attitude, and practices of 1,103 senior school students on climate change and related issues. The study also determined the influence of students' age, gender, religion, subject affiliation, and parents' education levels on students' knowledge, attitudes, and practices. A questionnaire was employed to collect data; descriptive and inferential statistics were used for data analyses. Findings indicated that knowledge of climatic change issues is slightly low among students, while their attitude is slightly favorable. They engage in practices that do not entirely predispose the environment to devastating effects, especially flooding. Apart from gender, all other independent variables significantly differentiate students' knowledge, while seemingly mothers' educational level influences student practices. Therefore, teachers need to be sensitized on the level of students' knowledge, attitudes, and practices that are related to climate change and be adequately prepared to update students' knowledge of climatic issues. (As Provided).
Anmerkungen	International Society for Teacher Education. Danish School of Education, Aarhus University, Niels Juelsgade 84, 8210 Aarhus N. Denmark; e-mail: isftecontact@gmail.com; Web site: http://isfte.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01