This paper presentation identifies students beliefs, understanding and intention to act regarding GHE and GW

2. Global Warming and Climate
Change: Awareness and actions
of Higher Secondary Students.
Dr. Geetha Janet Vitus,
Lecturer, Senior Scale,
Department of Education,
University of Kerala.

3. Introduction
Scientific literacy and public understanding
of environmental issues developed in the
classrooms can provide a foundation for
informed decision-making about socio-
scientific issues like greenhouse gas emissions
and empower communities to take appropriate
actions for a sustainable, green and clean
environment (Bamford, 1999; Hart, 2002;
Olson et al, 1999).
A scientifically literate public would improve
the quality of public decision-making and
actions.

4. Decisions and actions made in the light of an adequate
understanding of the issues are likely to be better than
decisions and actions taken in the absence of such
understanding.
Greater familiarity with the nature and findings of
science will also help the individual to question pseudo-
scientific information (Royal Society, 1985).
An understanding of the GHE and GW are important
aspects of scientific literacy.
The GHE is a serious environmental issue and requires
collective responsible actions at the local, national and
international levels.

5. Scientists’ projections indicate that if we continue on
our current course, the average global temperature will
increase by 3 to 6 degrees Celsius as a result of
greenhouse gas emissions (Watson, 2001).
There is conflict of interest in discourses on and in
learning for sustainable development and learners
needs the ability to take into consideration the social
factors and human conflicts of interest that lies behind
environmental question and sustainable actions
(Lundegard & Wickman, 2007).

6. Design and Procedure
The purpose of this research is to identify students’
beliefs, understandings and intention to act
regarding the GHE and GW. More specifically the
research questions were:
What beliefs do students’ as ‘future citizens’ hold about
the reality, importance and likely impact of the GHE and
GW?
What do students’ know and understand about the effect
of greenhouse gas emissions on GW?
What actions have students’ taken in relation to reduce
greenhouse emissions to reduce GW and what actions do
they believe the government should take in India?

8. Tool Selected for the study
A questionnaire prepared by Kurup &
Vitus (2006) based on the theory of
reasoned action (Ajzen & Fishbein,
1980).
The questionnaire is similar in structure
to the ones used in predicting behaviours.

9. The questionnaire had five parts:

10. asks about actions taken regarding
five easy ways of reducing greenhouse
gas emissions.
probes reactions to a proposal to
reduce car use.
deals with the expectations about
governmental actions.

11. Results and Discussions
Energy absorption of natural
and enhanced GHE
Gases causing the GHE
Household level
Personal level
Governmental level
Beliefs Understanding Actions
Causes
Human activities
Burning fossils fuels
Industrialisation
Deforestation
Farming
Mechanism
Keeping planet habitable
Causes Global Warming
Scientific models and climatic
changes
Global Warming
GHE, and Global Warming
Reality
Importance
Effect
Actions
(Personal and
Governmental)
• Figure 1. GHE and GW- Key aspects and actions.

12. 0 1 2 3 4 5
Mean ranking
Economic issues & poverty
Health & diseases like AIDS
Increasing crime
Terrorism
Family breakdown
The greenhouse effect
Increasing drug use
Issue
Mean ranking of importance of the GHE
compared with six other issues
x (1 = most important and 7 = least important) (n=250).

13. The sources of information regarding
the GHE were probed by a
questionnaire with the sources as
parents, teachers, textbooks, friends
and media. The data about whether
they obtained most, some or none of
their information from the above
mentioned sources are shown in
Figure 3.

14. Figure 3.
Sources of Information
0
10
20
30
40
50
60
70
80
90
Parents Teachers Textbooks Friends Media
Source
Most Some None
Percentage
of responses

15. Table 1.
Beliefs about the reality and impact of the GHE, and personal and governmental
actions. (n = 250).
Statement Percentage of answers
SA A NS D SD
There is no doubt that the GHE is affecting our climateThe GHE will change the climate
of this planet in future.What I do has an effect on the GHEGovernments should conduct
programmes to raise the community's awareness of this issueGovernments should enact
strict laws to reduce the release of greenhouse gases to the atmosphere
51.7 42.9 4.9 0.0 0.5
There is no doubt that the GHE is affecting our climateThe GHE will change the climate
of this planet in future.What I do has an effect on the GHEGovernments should conduct
programmes to raise the community's awareness of this issueGovernments should enact
strict laws to reduce the release of greenhouse gases to the atmosphere
59.1 40.9 0.0 0.0 0.0
There is no doubt that the GHE is affecting our climateThe GHE will change the climate
of this planet in future.What I do has an effect on the GHEGovernments should conduct
programmes to raise the community's awareness of this issueGovernments should enact
strict laws to reduce the release of greenhouse gases to the atmosphere
14.0 10.3 14.3 31.0 30.4
There is no doubt that the GHE is affecting our climateThe GHE will change the climate
of this planet in future.What I do has an effect on the GHEGovernments should conduct
programmes to raise the community's awareness of this issueGovernments should enact
strict laws to reduce the release of greenhouse gases to the atmosphere
31.0 58.7 8.4 1.9 0.0
There is no doubt that the GHE is affecting our climateThe GHE will change the climate
of this planet in future.What I do has an effect on the GHEGovernments should conduct
14.8 22.2 2.0 0.5 0.5

16. Table 2
Causes of the GHE percentage gave a correct answer and a valid reason (n =
250)
Statement
Correct choice
True or False
Give valid
reason
We cannot conclude, based on the available scientific evidence, that human activities cause the change in global climate
(False)Burning fossil fuels like coal, oil or gas can contribute to the enhancement of the GHE (True)Deforestation (cutting down
trees) reduces the GHE (False)Cattle farming reduces the GHE (False)The concentrations of most greenhouse gases are increasing
in the atmosphere because of human activities (True)
62.1 1.5
We cannot conclude, based on the available scientific evidence, that human activities cause the change in global climate
(False)Burning fossil fuels like coal, oil or gas can contribute to the enhancement of the GHE (True)Deforestation (cutting down
trees) reduces the GHE (False)Cattle farming reduces the GHE (False)The concentrations of most greenhouse gases are increasing
in the atmosphere because of human activities (True)
79.3 4.4
We cannot conclude, based on the available scientific evidence, that human activities cause the change in global climate
(False)Burning fossil fuels like coal, oil or gas can contribute to the enhancement of the GHE (True)Deforestation (cutting down
trees) reduces the GHE (False)Cattle farming reduces the GHE (False)The concentrations of most greenhouse gases are increasing
in the atmosphere because of human activities (True)
74.9 2.0
We cannot conclude, based on the available scientific evidence, that human activities cause the change in global climate
(False)Burning fossil fuels like coal, oil or gas can contribute to the enhancement of the GHE (True)Deforestation (cutting down
trees) reduces the GHE (False)Cattle farming reduces the GHE (False)The concentrations of most greenhouse gases are increasing
in the atmosphere because of human activities (True)
45.8 3.4
We cannot conclude, based on the available scientific evidence, that human activities cause the change in global climate
(False)Burning fossil fuels like coal, oil or gas can contribute to the enhancement of the GHE (True)Deforestation (cutting down
trees) reduces the GHE (False)Cattle farming reduces the GHE (False)The concentrations of most greenhouse gases are increasing
in the atmosphere because of human activities (True)
80.3 29.1

17. Table 3
Mechanism of the GHE, percentage of students who gave a correct answer and a
valid reason (n = 250)
Statements Correct
answer
True/ False
Valid
Reason
The surface of the Earth absorbs solar radiation and emits infra
red radiation (True)Greenhouse gases do not absorb infra red
radiation (False)Oxygen, nitrogen and argon don’t cause the GHE
(True)
17.7 5.9
The surface of the Earth absorbs solar radiation and emits infra
red radiation (True)Greenhouse gases do not absorb infra red
radiation (False)Oxygen, nitrogen and argon don’t cause the GHE
(True)
10.8 0.5
The surface of the Earth absorbs solar radiation and emits infra
red radiation (True)Greenhouse gases do not absorb infra red
radiation (False)Oxygen, nitrogen and argon don’t cause the GHE
(True)
21.7 0.5

18. Table 4
Percentage identified various gases as greenhouse gases (n=250)
Gases % of responses
Gases that contribute to the Earth’s Greenhouse Effect
CO2
CH4
O3
CFC
H2O
N2O
26.1
9.4
16.3
13.3
0.0
0.5
Gases that do not contribute to the Earth’s Greenhouse Effect
N2
H2
O2
3.4
1.5
1.5

19. Action AD (%) CD (%) NI (%)
Switch off the lights and electrical appliances when they are not needed 86.2 9.4 4.4
When purchasing electrical appliances, choose one that is high energy star
rated rather than a cheaper one
65.0 27.1 7.9
Use of good insulation cables for your home to reduce electricity use. 64.5 21.2 14.3
When buying a new vehicle, choose one that is fuel-efficient rather than high
powered.
60.6 26.1 13.3
Use manual mechanical devices wherever possible instead of using electricity,
eg, avoid using electrical equipments.
57. 1 17.7 25.1
Conserve existing trees and plant new trees 47.8 38.8 13.3
Walk, cycle or use public transport rather than using a car 37.4 42.4 20.2
Use compact fluorescent lights in place of normal bulbs 32.0 27.1 40.9
Replace an electric system with solar panels wherever possible 19.2 34.5 34.5
Note. AD = Already doing; CD = Consider doing; NI = Not interested in doing.

20. Table 7.
Suggestions for state and national governmental actions that could be taken to
reduce greenhouse gas emissions (n = 250).
Suggested
governmental action
Percentage of responses
Restrict greenhouse gas emissions by law including signing the
Kyoto Protocol
67.8
Research for alternative energy sources and alternative fuels 67.3
More information and education about the issue 54.0
Cut down fewer trees and plant more new trees 17.3

21. Table 8.
Ability to link electricity usage to global warming (n= 250)
Type of linkage Per cent of responses
Incomplete and vague linkage (Less than
3 Linkages)
73.2
Linkage leading to misconception to
ozone layer depletion and the GHE
23.3
Partial linkage 3 out of 5 3.3
Correct linkage with 4 or 5 linkages 0.0

22. Figure 4: Understanding of the GHE in five levels1 Excellent2
Very Good3 Good4 Misconception5 Inaccurate
Understanding of the GHE in five levels
1 Excellent
2 Very Good
3 Good
4 Misconception
5 Inaccurate

23. IV. Cars produce large quantities of greenhouse gases
and contribute to air pollution in cities.
Figure 5

24. Electricity consumption in the home.
Burning fossil fuels at the power station.
CO2 generation.
Energy trapped by CO2 in the atmosphere.
Enhanced GHE.
Changes in global climate.
Figure 6.
Links between electricity consumption and global climatic changes

25. It appears that insufficient focus has been given to
this issue within science education at all levels for
individuals to develop understandings and concerns
about the GHE and GW, to take decisions and to act
responsibly regarding this issue in daily life.
An ability to transfer an understanding from one
system to another and to identify a general pattern is
required to connect complex science
concepts regarding the GHE and GW

26. Media is found to be the major source of information
regarding the GHE and GW.
Studies have shown that students with adequate science
knowledge tend to be more actively involved in issues
related to the GHE and GW (Jenkins & Pell, 2006;
Lester, Ma, Lee & Lambert, 2006;Vitus, 2007.

27. Education is a key to create a new pattern of
beliefs and actions among individuals and
community towards environmental issues (Fien,
2000). To achieve this goal every person should
be provided with opportunity in acquiring
knowledge, values, commitments and skills
needed to protect and improve the environment
(Hart, 2007).

28. Learning serious environmental issues like the
GHE and GW, provide students the opportunity to
develop a scientific attitude. Students who have
confidence, self efficacy and strong background only
can reflect interpretively and might be more likely to
focus on inquiry learning and think and act like
scientists inside and outside classroom. (Jay & Johnson,
2002).