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ERIC Number: EJ1156835
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
ISSN: ISSN-0021-9266
Understandings of Climate Change Articulated by Swedish Secondary School Students
Holmqvist Olander, Mona; Olander, Clas
Journal of Biological Education, v51 n4 p349-357 2017
This study investigated beliefs about climate change among Swedish secondary school students at the end of their K-12 education. An embedded mixed method approach was used to analyse 51 secondary school students' written responses to two questions: (1) What implies climate change? (2) What affects climate? A quantitative analysis of the responses revealed that "Earth", "human" and "greenhouse effect" were frequent topics regarding the first question, and "pollution", "atmosphere" and "Earth" were frequent regarding the second. A qualitative analysis, based on a "conceptual elements" framework, focused on three elements within responses: atmosphere (causes and/or consequences), Earth (causes and consequences) and living beings (humans and/or animals and their impacts on climate change). It revealed a predominantly general or societal, rather than individual, perspective underlying students' responses to the second question. The ability to connect general/societal issues with individual issues relating to climate change could prompt students to reflect on the contributions of individuals towards climate change mitigation, thereby constituting a basis for decision-making to promote a sustainable environment. Although the students did not discuss climate changes from an individual perspective, their statements revealed their understanding of climate change as a system comprising various components affecting the overall situation. They also revealed an understanding of the difference between weather and climate.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A