Literaturnachweis - Detailanzeige
| Autor/inn/en | Onuoha, Joseph; Eze, Emmanuel; Ezeaputa, Chidiebere Mary-Cynthia; Okpabi, Jacob Ugbada; Onyia, Jennifer Chioma |
|---|---|
| Titel | Does Learning Geography Increase Climate Change Awareness? A Comparison of School Subjects' Influence on Climate Change Awareness |
| Quelle | In: Journal of Geography, 120 (2021) 4, S.140-151 (12 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Eze, Emmanuel) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-1341 |
| DOI | 10.1080/00221341.2021.1949027 |
| Schlagwörter | Geography Instruction; Climate; Knowledge Level; Instructional Effectiveness; Secondary School Students; Foreign Countries; Environmental Education; Outcomes of Education; Gender Differences; Rural Urban Differences; Age Differences; Nigeria |
| Abstract | School subjects' curricula, including geography, are infused with contents to improve climate change literacy. This study sampled 420 public secondary school students in Enugu State, Nigeria. Mean differences and multinomial logistic regression results show geography students possess the highest climate change awareness level. Besides, students' gender, location, age and class are variables significantly influencing climate change awareness. Students who took geography had an increased probability of being moderately or highly aware of climate change. The scope of climate change contents infused in other school subjects ought to be expanded, with explicit specifications of methods and materials for delivery. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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