Mozambican Students' Knowledge and Perceptions about Climate Change: An Exploratory Study in Pemba City

Autor/inn/en	García Vinuesa, Antonio; Rui Mucova, Serafino Afonso; Azeiteiro, Ulisses M.; Meira Cartea, Pablo Ángel; Pereira, Mario
Titel	Mozambican Students' Knowledge and Perceptions about Climate Change: An Exploratory Study in Pemba City
Quelle	In: International Research in Geographical and Environmental Education, 31 (2022) 1, S.5-21 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rui Mucova, Serafino Afonso) ORCID (Azeiteiro, Ulisses M.) ORCID (Meira Cartea, Pablo Ángel) ORCID (Pereira, Mario)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1038-2046
DOI	10.1080/10382046.2020.1863671
Schlagwörter	Foreign Countries; Climate; Environmental Education; Knowledge Level; Beliefs; Student Attitudes; Citizenship Responsibility; Risk; Grade 11; High School Students; Urban Schools; Misconceptions; Mozambique + Suchen Sie Ihr Suchwort? Ausland; Klima; Umweltbildung; Umwelterziehung; Umweltpädagogik; Wissensbasis; Belief; Glaube; Schülerverhalten; Risiko; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Missverständnis; Mosambik
Abstract	Climate change is the most serious environmental, social, and economic problem humanity is currently facing. Education is a fundamental pillar for societies in their efforts to address climate change, as stated in Article 12 of the Paris Agreement. In view of this imperative, the need to develop a Climate Change Education (CCE) plan that would be up to the challenge arose in the field of educational research. The guidelines for such a task are based on the study of four educational factors: the students, the teachers, the teaching and learning strategies and methods, and the goals of education. Research on these factors is abundant; nevertheless, there is a lack of these studies concerning Africa. Here, we present an exploratory study which focuses on students in Pemba (Mozambique) and aims to be the first step in the exploration and development of a basis for CCE in this country. We employed a questionnaire consisting of 38 closed-end items which was administered to 256 Mozambican students (aged 16-18). Findings suggest that students declared a limited knowledge about climate change, erroneous beliefs about the anthropogenic causes of climate change, and low levels of responsibility and risk perception. Further progress in the development of CCE in Mozambique would require future research to explore other educational factors with the aim of building a more accurate image of the educational reality of climate change in this country. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01