Improving Climate Change Awareness of Preservice Teachers (PSTs) through a University Science Learning Environment
| Autor: | María Carmen Conde-Núñez, Jin Su Jeong, Félix Yllana-Prieto, José Samuel Sánchez-Cepeda, David González-Gómez |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Public Administration
Higher education Climate change Physical Therapy Sports Therapy and Rehabilitation Context (language use) 010501 environmental sciences 01 natural sciences Science education Flipped classroom Education Developmental and Educational Psychology Computer Science (miscellaneous) Mathematics education flipped classroom class intervention teacher trainee 0105 earth and related environmental sciences Class (computer programming) university education business.industry 05 social sciences 050301 education Computer Science Applications Intervention (law) climate change Consciousness raising science education business Psychology lcsh:L 0503 education lcsh:Education |
| Zdroj: | Education Sciences, Vol 11, Iss 78, p 78 (2021) Education Sciences Volume 11 Issue 2 |
| ISSN: | 2227-7102 |
| Popis: | 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. |
| Databáze: | OpenAIRE |
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