Improving Climate Change Awareness of Preservice Teachers (PSTs) through a University Science Learning Environment

Autor/inn/en	Jeong, Jin Su; González-Gómez, David; Conde-Núñez, María Carmen; Sánchez-Cepeda, José Samuel; Yllana-Prieto, Félix
Titel	Improving Climate Change Awareness of Preservice Teachers (PSTs) through a University Science Learning Environment
Quelle	In: Education Sciences, 11 (2021), Artikel 78 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Jeong, Jin Su) ORCID (González-Gómez, David) ORCID (Yllana-Prieto, Félix)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Consciousness Raising; Climate; Change; Preservice Teachers; Flipped Classroom; Science Education; Foreign Countries; Instructional Effectiveness; Intervention; Spain + Suchen Sie Ihr Suchwort? Bewusstseinsbildung; Klima; Wandel; Flipped classrooms; Flip teaching; Inverted teaching; Naturwissenschaftliche Bildung; Ausland; Unterrichtserfolg; Spanien
Abstract	The position of universities is of great importance in climate change education (CCE) if the scientific, environmental, social, and political challenges the world confronts are to be met. It is, therefore, crucial to comprehend the CCE being engaged in globally by higher education institutions (HEIs). It is also important to discover and analyze the ways that HEIs can better address this challenge. Consistent with the requirements of research, this study offers an analysis of climate change awareness-raising of preservice teachers (PSTs) in a university science classroom with a flipped class intervention. A total of 109 students participated in this research: 55 students in the control group (Group 1) and 54 students in the experimental group (Group 2). A questionnaire was used to detect any significant difference in the students' awareness of climate change for the two groups and before and after course completion. The analyzed results exposed the improved awareness of climate change in PSTs after a flipped class intervention, and, therefore, PSTs were more willing to engage in climate change teaching. Hence, the results of this study will contribute significantly to reducing existing drawbacks, which will be vital to comprehend the professional teaching developments of preservice teachers. Thus, this research can offer various instances of clarifying how climate change education may be placed in a higher science education context with certain adaptations. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01