Students' thought pattern concerning the greenhouse effect
Abstract
This study aims at investigating the Physics students' thought patterns concern-ing the greenhouse effect. Descriptive analysis was used, including the set of qualitative data. These data were then interpreted for their idea and content inductively to recognize students' thoughts and models concerning the greenhouse effect. The result confirmed three patterns of the students' thoughts concerning the greenhouse effect (patterns A, B, and C). The model covered different concepts, mechanisms, and processes of the greenhouse effect. The students' knowledge from science teacher explanations and books is not the only learning source concerning the educational environment. The issue and broadcast media frequently carry out confusing the concepts. This research is expected to provide physics teachers critical information to develop appropriate teaching methods and strategies concerning these topics.
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Koulaidis, V., & Christidou, V. (1999). Models of students’ thinking concerning the greenhouse effect and teaching implications. Science Education, 83(5), 559–576. https://doi.org/10.1002/(SICI)1098-237X(199909)83:5<559::AID-SCE4>3.0.CO;2-E
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Ocal, A., Kisoglu, M., Alas, A., & Gurbuz, H. (2011). Turkish prospective teachers’ understanding and misunderstanding on global warming. International Research in Geographical and Environmental Education, 20(3), 215–226. https://doi.org/10.1080/10382046.2011.588504
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Shepardson, D. P., Niyogi, D., Choi, S., & Charusombat, U. (2009). Seventh grade students’ conceptions of global warming and climate change. Environmental Education Research, 15(5), 549–570. https://doi.org/10.1080/13504620903114592
Shepardson, D. P., Niyogi, D., Roychoudhury, A., & Hirsch, A. (2012). Conceptualizing climate change in the context of a climate system: implications for climate and environmental education. Environmental Education Research, 18(3), 323–352. https://doi.org/10.1080/13504622.2011.622839
Sterling, S. (2010). Learning for resilience, or the resilient learner? Towards a necessary reconciliation in a paradigm of sustainable education. Environmental Education Research, 16(5–6), 511–528. https://doi.org/10.1080/13504622.2010.505427
Stevenson, R. B. (2007). Schooling and environmental/sustainability education: from discourses of policy and practice to discourses of professional learning. Environmental Education Research, 13(2), 265–285. https://doi.org/10.1080/13504620701295650
Svihla, V., & Linn, M. C. (2012). A Design-based Approach to Fostering Understanding of Global Climate Change. International Journal of Science Education, 34(5), 651–676. https://doi.org/10.1080/09500693.2011.597453
Tolppanen, S., & Aksela, M. (2018). Identifying and addressing students’ questions on climate change. The Journal of Environmental Education, 49(5), 375–389. https://doi.org/10.1080/00958964.2017.1417816
Andersson, B., & Wallin, A. (2000). Students’ understanding of the greenhouse effect, the societal consequences of reducing CO2 emissions and the problem of ozone layer depletion. Journal of Research in Science Teaching, 37(10), 1096–1111. https://doi.org/10.1002/1098-2736(200012)37:10<1096::AID-TEA4>3.0.CO;2-8
Bélanger, P. (2003). Learning environments and environmental education. New Directions for Adult and Continuing Education, 2003(99), 79–88. https://doi.org/10.1002/ace.112
Calderon, J. L. (2011). How-To Data Collection Series: The Evolution of the Focused Discussion Group--From Non-Participant to One of the Crew. Qualitative Report, 16(1), 308–311. Retrieved from http://login.ezproxy.library.ualberta.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ914051&site=eds-live&scope=site
Creswell, J. W. (2012). Educational research: Planning, Conducting, and evaluating Quantitative and Qualitative Research (4th ed.). Boston: Pearson Education, Inc.
Dewi, J. K., Hendarti, L., Matakupan, S., & Lisdiyanta, T. (2012). Suplemen Pembelajaran Perubahan Iklim untuk Guru (Climate Change Learning Supplements for Teachers). Jakarta: Kementeran Lingkungan Hidup.
Gola, B. (2017). Is formal environmental education friendly to nature? Environmental ethics in science textbooks for primary school pupils in Poland. Ethics and Education, 12(3), 320–336. https://doi.org/10.1080/17449642.2017.1343619
Hansen, P. J. K. (2010). Knowledge about the greenhouse effect and the effects of the ozone layer among norwegian pupils finishing compulsory education in 1989, 1993, and 2005-what now? International Journal of Science Education, 32(3), 397–419. https://doi.org/10.1080/09500690802600787
Harrington, J. (2008). Misconceptions: Barriers to improved climate literacy. Physical Geography, 29(6), 575–584. https://doi.org/10.2747/0272-3646.29.6.575
Inaotombi, S., & Mahanta, P. C. (2018). Pathways of socio-ecological resilience to climate change for fisheries through indigenous knowledge. Human and Ecological Risk Assessment: An International Journal, 24, 1–13. https://doi.org/10.1080/10807039.2018.1482197
Jackson, L., & Pang, M. (2017). Secondary school students ’ views of climate change in Hong Kong. International Research in Geographical and Environmental Education, 26(3), 180–192. https://doi.org/10.1080/10382046.2017.1330036
Jafer, Y. J. (2020). Assessing Kuwaiti Pre-service Science Teachers’ Greenhouse Effect Perceptions and Misconceptions. International Journal of Science and Mathematics Education, 18(4), 657–667. https://doi.org/10.1007/s10763-019-09992-1
Johnson, R. B., & Christensen, L. B. (2013). Educational research: Quantitative, qualitative, and mixed approaches (5 edition). Thousand Oaks, Calif: SAGE Publications, Inc.
Koulaidis, V., & Christidou, V. (1999). Models of students’ thinking concerning the greenhouse effect and teaching implications. Science Education, 83(5), 559–576. https://doi.org/10.1002/(SICI)1098-237X(199909)83:5<559::AID-SCE4>3.0.CO;2-E
Kress, G. R., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2014). Multimodal teaching and learning : the rhetorics of the science classroom. London: Bloomsbury. Retrieved from https://books.google.co.id/books/about/Multimodal_Teaching_and_Learning.html?id=2QxCBAAAQBAJ&redir_esc=y
McCaffrey, M. S., & Buhr, S. M. (2008). Clarifying climate confusion: Addressing systemic holes, cognitive gaps, and misconceptions through climate literacy. Physical Geography, 29(6), 512–528. https://doi.org/10.2747/0272-3646.29.6.512
Ocal, A., Kisoglu, M., Alas, A., & Gurbuz, H. (2011). Turkish prospective teachers’ understanding and misunderstanding on global warming. International Research in Geographical and Environmental Education, 20(3), 215–226. https://doi.org/10.1080/10382046.2011.588504
Palmer, J. (2002). Environmental Education in the 21st Century. Routledge. https://doi.org/10.4324/9780203012659
Pruneau, D., Gravel, H., Bourque, W., & Langis, J. (2003). Experimentation with a socio-constructivist process for climate change education. Environmental Education Research, 9(4), 429–446. https://doi.org/10.1080/1350462032000126096
Schreiner, C., Henriksen, E. K., & Kirkeby Hansen, P. J. (2005). Climate Education: Empowering Today’s Youth to Meet Tomorrow’s Challenges. Studies in Science Education, 41(1), 3–49. https://doi.org/10.1080/03057260508560213
Shepardson, D. P., Niyogi, D., Choi, S., & Charusombat, U. (2009). Seventh grade students’ conceptions of global warming and climate change. Environmental Education Research, 15(5), 549–570. https://doi.org/10.1080/13504620903114592
Shepardson, D. P., Niyogi, D., Roychoudhury, A., & Hirsch, A. (2012). Conceptualizing climate change in the context of a climate system: implications for climate and environmental education. Environmental Education Research, 18(3), 323–352. https://doi.org/10.1080/13504622.2011.622839
Sterling, S. (2010). Learning for resilience, or the resilient learner? Towards a necessary reconciliation in a paradigm of sustainable education. Environmental Education Research, 16(5–6), 511–528. https://doi.org/10.1080/13504622.2010.505427
Stevenson, R. B. (2007). Schooling and environmental/sustainability education: from discourses of policy and practice to discourses of professional learning. Environmental Education Research, 13(2), 265–285. https://doi.org/10.1080/13504620701295650
Svihla, V., & Linn, M. C. (2012). A Design-based Approach to Fostering Understanding of Global Climate Change. International Journal of Science Education, 34(5), 651–676. https://doi.org/10.1080/09500693.2011.597453
Tolppanen, S., & Aksela, M. (2018). Identifying and addressing students’ questions on climate change. The Journal of Environmental Education, 49(5), 375–389. https://doi.org/10.1080/00958964.2017.1417816
Authors
Handayani, R. D., Prastowo, S. H. B., Prihandono, T., Putra, P. D. A., Bachtiar, R. W., Nuraini, L., Supriadi, B., Maryani, M., Bektiarso, S., Lesmono, A. D., & Mahardika, I. K. (2021). Students’ thought pattern concerning the greenhouse effect. Momentum: Physics Education Journal, 5(1), 21–28. https://doi.org/10.21067/mpej.v5i1.5156
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