DOI QR코드

DOI QR Code

The Sixth Grade Children's Understandings of the Greenhouse Effect

초등 6학년 학생들의 온실효과에 대한 이해

  • Received : 2015.10.06
  • Accepted : 2015.11.24
  • Published : 2015.11.30

Abstract

The purpose of this study was to investigate elementary school students' conceptions about the knowledge source and the mechanism about the greenhouse effect, and the relationship between the greenhouse effect and the global warming. Participants were 157 sixth graders (boy : n=79, girl : n=78) from six elementary schools located in the same city. The open-ended questionnaire was used to examine the students' spontaneous ideas depicted by their drawings and/or writings. The results of this study are as follows: First, although there is no the content on the greenhouse effect in the elementary school curriculum document, the children in this study indicated that the main source of their knowledge about the greenhouse effect came from 'school class' (31.8%); Second, although the children did not take a class about the greenhouse effect itself, 14.0% of children had a relatively high level of the mental model on the phenomenon; Third, more than 90% of the children did not have the correct understanding about the relation between the greenhouse effect and the global warming.

Keywords

References

  1. Andersson, B. & Wallin, A. (2000). Students' understanding of the greenhouse effect, social consequences of reducing $CO_2$ emission and why ozone layer depletion is a problem. 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
  2. Back, N.-G. (2003). The conceptions of pre-service elementary teachers about greenhouse effect, ozone layer depletion and acid rain. Journal of Environmental Sciences, 12(4), 367-373. https://doi.org/10.5322/JES.2003.12.4.367
  3. Boyes, E. & Stanisstreet, M. (1998). High school students' perception of how major global environmental effects might cause skin cancer. The Journal of Environmental Education, 29(2), 21-36. https://doi.org/10.1080/00958969809599109
  4. Ekborg, M. & Areskoug, M. (2006). How student teachers' understanding of the greenhouse effect develops during a teacher education programme. NorDiNa, 5, 17-29.
  5. Han, J., Jeong, Y. & Noh, T. (2000). The conceptions of high school students about acid rain, ozone layer, and greenhouse effect. Journal of the Korean Association for Science Education, 20(3), 364-370.
  6. Intergovenmental Panel on Climate Change (2007). Climate change 2007: The physical science basis. Geneva Switzerland: IPCC.
  7. Jeong, K.-S. (2007). Investigation of high school students' mental models about the earth's interior. Journal of the Korean Earth Science Society, 28(6), 643-652.
  8. Johnson-Laird, P. N. (1983). Mental models: Towards a cognitive science of language, inference and consciousness. Cambridge: Cambridge University Press.
  9. Käarkkäainen, S., Keinonen, T., Kukkonen, J., Hurri, A. & Vesala, P. (2009). What is greenhouse effect?: fifth graders' ideas. The International Journal of Learning, 16(6), 415-429.
  10. Kil, J.-H., Song, S.-C., So, K.-H. & Yeau, S.-H. (2012). Study on elementary school students' conceptual understanding of the greenhouse effect. Biology Education, 40(4), 412-420. https://doi.org/10.15717/bioedu.2012.40.4.412
  11. Kook, D.-S. (2003). An analysis of 10th grade science textbook as an origin of misconception on greenhouse effect concept. Journal of the Korean Association for Science Education, 23(5), 592-598.
  12. Koulaidis, V. & Christidou, V. (1999). Models of students' thinking concerning the greenhouse effect and teaching implications. Science Education, 83, 559-579. https://doi.org/10.1002/(SICI)1098-237X(199909)83:5<559::AID-SCE4>3.0.CO;2-E
  13. Kwak, Y. (2004). Korean fifteen-year-olds' alternative conceptions on the greenhouse effect revealed in PISA test results. Journal of the Korean Association for Science Education, 24(3), 668-674.
  14. Paivio, A. (1990). Mental representations A dual-coding approach (2nd ed.). Oxford University Press, NY, USA, 322 p.
  15. Papadimitriou, V. (2004). Prospective primary teachers' understanding of climate change, greenhouse effect, and ozone layer depletion. Journal of Science Education and Technology, 13(2), 299-307. https://doi.org/10.1023/B:JOST.0000031268.72848.6d
  16. Park, S. (2011). An analysis of the mental models of middle school students with different learning style on plate tectonics. Journal of the Korean Association for Science Education, 31(5), 734-744.
  17. Ratinen, I. K. (2013). Primary student-teachers' conceptual understanding of the greenhouse effect: A mixed method study. International Journal of Science Education, 35(6), 929-955. https://doi.org/10.1080/09500693.2011.587845
  18. Shepardson, D. P., Choi, S., Niyogi, D. & Charusombat, U. (2011). Seventh grade students' mental models of the greenhouse effect. Environmental Education Research, 17(1), 1-17. https://doi.org/10.1080/13504620903564549
  19. 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
  20. Shin, H. Y. & Lee, D. G. (2006). A research on the correct concept of the greenhouse effect. The Environmental Education, 19(2), 122-132.
  21. Yun, S.-J. (2009). The current state and tasks of school climate change education. The Environmental Education, 22(2), 1-22.