scholarly journals Informed-Decision Regarding Global Warming and Climate Change Among High School Students in the United Kingdom

2021 ◽  
Vol 21 (1) ◽  
pp. 166-185 ◽  
Author(s):  
Premnadh M. Kurup ◽  
Ralph Levinson ◽  
Xia Li
Keyword(s):  
Climate Change ◽  
High School ◽  
Decision Making ◽  
Global Warming ◽  
High School Students ◽  
Knowledge Base ◽  
Informed Decision ◽  
Informed Decision Making ◽  
School Students ◽  
The Real

AbstractGlobal warming and climate change are serious issues facing humanity at present and education needs to focus on including informed-decision in classroom practices. The conceptual framework used in this study has provided interconnections that influence beliefs and understandings in providing a knowledge base for making “informed-decision” among high school students. This study was conducted in three year 9 classes in two high schools in the UK and among 65 students. An inquiry intervention model was developed using the 5E instructional model (Engage, Explore, Explain, Elaborate, and Evaluate) to identify beliefs and understanding and to strengthen students’ knowledge base. This study used a design-based research setting and utilised a mixed methodology. The Wilcoxon signed-rank tests were computed to examine the pre-post-difference among questionnaire items, and structural equation modelling (SEM) was utilised to explore the relationship between belief, understanding, and intention. Data analysis of the intervention revealed that students developed a strong understanding of the causes and effects of global warming. There is evidence that students used that knowledge to “inform-decision” in relation to global warming and climate change. Promoting informed decision-making through science teaching can encourage responsible action in the future. The real gap identified in this study is that the regular school curriculum does not engage socio-scientific issues in the real world and has no opportunity to organise an inquiry-based instructional sequence for informed decision-making.

Living class in a ‘meritocratic’ Australia: The burdens of class and choice on young people’s end-of-school transitions

2017 ◽  
Vol 54 (3) ◽  
pp. 396-411 ◽  
Author(s):  
Felix Donovan
Keyword(s):  
High School ◽  
Decision Making ◽  
High School Students ◽  
Young People ◽  
Educational Outcomes ◽  
Mixed Methods Research ◽  
School Transitions ◽  
School Students ◽  
Australian Education

In the Australian education system, there are substantial class inequalities in educational outcomes and transitions. These inequalities persist despite increased choice and individual opportunity for young people. This article explores high school students’ experiences of class in a social context they largely believe to be a meritocracy. Specifically, it asks: how does class shape young people’s thinking and decision-making about their post-school futures? I use Bourdieu’s ‘habitus’ as a frame to understand the role of class in young people’s lives, stressing its generative and heterogeneous aspects. Drawing on qualitative-led mixed methods research, this article argues that young people have internalised the ‘doxa’ of meritocracy, agency and ambition, conceiving of themselves as individual agents in this context. However, risk and security, opportunities and constraints, are not distributed equally in a class-stratified society. Young people from working-class backgrounds more commonly imagine insecure, uncertain futures.

scholarly journals The Impacts of a Climate Change SSI-STEAM Program on Junior High School Students’ Climate Literacy

2021 ◽  
pp. 1-38
Author(s):  
Su-Yeon Choi ◽  
A-Rang Won ◽  
Hye-Eun Chu ◽  
Hyun-Jung Cha ◽  
Hyeonjeong Shin ◽  
...  
Keyword(s):  
Climate Change ◽  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Literacy Program ◽  
School Students ◽  
Climate Change Education ◽  
Climate Literacy

Abstract This study aims to investigate climate literacy among junior high school students participating in an SSI-STEAM climate change education program and to examine the impacts of the program on the cultivation of climate literacy. Thirty-one eighth-grade students in Seoul, Korea, participated in this study. Data were collected using pre- and post-program surveys with a climate literacy questionnaire (CLQ), students’ background survey questions, interviews with participants, and from the artifacts produced by students during the program. Participants’ climate literacy was shown to improve substantially after attending the program, especially in the domains of perception and action. The four characteristics of climate literacy change were identified in the participants’ responses: more concrete ideas, extension of the scope of thinking, positive responsibility, and relevance recognition. The climate literacy program developed showed potential for fostering young people’s climate literacy along with their understanding of responsible national and global citizenship. The study discusses the implications of these findings and includes suggestions for future climate literacy program development and for both curricular and extra-curricular climate change education that can together nurture students’ more profound understanding of climate change.

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