LEVEL OF AWARENESS OF CLIMATE CHANGE CONCEPTS AND ISSUES AMONG PRE-SERVICE CHEMISTRY TEACHERS AT MUFULIRA COLLEGE OF EDUCATION IN ZAMBIA
Journal of Global Ecology and Environment,
The aim of this study was to investigate the level of awareness of climate change concepts and issues among the pre-service chemistry teachers at Mufulira College of Education in Zambia. The study was motivated by the need to enable teachers and learners address climate change challenges which are among the issues facing the world today. The study used a qualitative survey targeted at all the 334 pre-service chemistry teachers from Mufulira College of Education as at 2021 when the research was carried out. However, data was only collected from 303 participants who completed questionnaires, representing a response rate of over 90%. The survey explored the students’ awareness levels on the different causes of climate change, the impact of climate change on the environment and the students’ ability to recognize the different mitigation measures of climate change. The study established that on average 60% of the students could only go as far as recalling concepts and issues of climate change but could not critically explain how climate change was caused and why it was a threat to the environment. At the same time climate change issues and concepts did not form part of the priorities for assessment in the pre-service chemistry curriculum at the selected college. It is recommended that a policy is created that ensures that climate change issues and concepts are given the attention they deserve. There is need to urgently develop teaching and learning materials on climate change education for the pre-service chemistry education curriculum.
- climate change
- concepts and issues
- greenhouse gas
- global warming
- green chemistry
How to Cite
Ministry of National Development Planning. National Policy on Climate Change. Lusaka: Ministry of Lands, Natural Resources and Environmental Protection; 2016.
United Nations. The Millennium Development Goals Report 2015; 2015.
UNESCO. Climate Change Mitigation and Adaptation: Simple Guide to Schools in Africa. NAI/2019/P1/02; 2019a.
UNESCO. Not just hot air: Putting climate change education into practice; 2015.
Barreda AB. Assessing the level of awareness on climate change and sustainable development among students of Partido State University, Camarines Sur, Philippines. The Journal of Sustainability Education; 2018.
Sonowal CJ. Environmental education in schools: The Indian scenario. Human Ecology. 2009;28(1):15–36.
Mweemba L. Climate change in the Zambian mind: Communicating risk perception of climate change and variability in Zambia, Zambia Social Science Journal. 2014; 5(1):Article 6.
Ministry of Lands and Natural Resources. National Climate Change Learning Strategy: Background Report, Zambia; 2020.
Competente RJT. Pre-service teachers’ inclusion of climate change education; International Journal of Evaluation and Research in Education (IJERE); 2019.
Wibby B. Young people play a key role in addressing global climate change sustainability; 2013. Retrieved on the 6th of November, 2015,
Fraenkel JR, Wallen NE. How to design and evaluate research in education (6th ed.). New York, NY: McGraw-Hill; 2006.
Creswell JW. Educational research: Planning, conducting, and evaluating. Thousand Oaks, CA; 2012.
Australian Academy of Science, Canberra; 2015:5.
United Nations Framework Convention on Climate Change (UNFCCC, 2011). Fact sheet: Climate change science - the status of climate change science today; 2011.
United Nations Framework Convention on Climate Change (UNFCCC, (2007). Climate Change: Impacts, Vulnerabilities and Adaptation 1n Developing Countries; 2007.
Ishaya S, Abaje IB. Indigenous people’s perception on climate change and adaptation strategies in Jema local government area of Kaduna State, Nigeria. Journal of Geography and Regional Planning. 2008; 1(8):138-143.
National Research Council of the National Academies. Climate Change: Evidence, Impacts and Choices-Answers to Common questions about the science of climate change. Natural Resources Defense Council. 2012;2017.
Lindsey R. Climate Change: Global Sea Level; 2017.
Vaughter P. Policy brief-climate change education: from critical Thinking to Critical Action. United Nations University Institute for the Advanced Study of Sustainability (UNU-IAS). 2016;3(4):2017:42-46.
United Nations Conference on Trade and Development/Trade and Development Report. Responding to the Global Crisis: Climate Change Mitigation and Development; 2009.
Fumpa-Makano. Forests and climate change integrating climate change issues into national forest programmes and policy frameworks. Lusaka; 2011.
IPCC, 2014: Climate Change 2014: Synthesis Report. Contribution of Working Groups I, II and III to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change [Core Writing Team, R.K. Pachauri and L.A. Meyer (eds.)]. IPCC, Geneva, Switzerland. 2014;151.
Chang CH. Teaching climate change – a fad or a necessity?” International Research in Geographical and Environmental Education. 2015;24(3):181–183.
Cambridge, Cambridge University Press. March 2019;8(1):119~126.
Seow T, Ho L. “There is no easy solution": Singapore teachers’ perspectives and practice of climate change education Author(s) Source Research in Geographic Education. 2014; 16(2): 26-45. Texas: Gilbert M. Grosvenor Center for Geographic Education, Texas State University.
United States Environmental protection Agency. Basics of Green Chemistry; 2017.
Bissember A. Green chemistry is key to reducing waste and improving sustainability; 2017.
Bloom BS, Engelhart MD, Furst EJ, Hill WH, Krathwohl DR. Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company; 1956.
Ministry of Education, Science, Vocational Training and Early Education (MESVTEE). Zambia education curriculum framework 2013.Lusaka: Curriculum; 2013.
Ministry of General Education. Junior Secondary Teachers' Diploma Syllabus: Integrated Science Education. Lusaka. Directorate of Teacher Education and Specialised Services; 2015.
Anastas PT, Warner JC. Green chemistry: Theory and practice. New York: Oxford University Press. 1998;30.
Environmental Protection Agency. Waste Prevention; 2016.
Ivanković A. Dronjić A, Bevanda AM, Talić S. Review of 12 principles of green chemistry in practice. International Journal of Sustainable and Green Energy. 2017;6(3):49-48.
Saleh HM, Koller M. Heavy metals. New york: Springer; 2018.
Cresswell JW. Research design: Qualitative, quantitative and mixed methods. Thousand Oaks, CA: Sage; 2009.
O’Leary. The essential guide to doing your research project. New Delhi: Sage; 2012:40.
Englander M. The interview: Data collection in descriptive phenomenological human scientific research. Journal of Phenomenological Psychology. 2012;43(1):13–35.
SageCrossman A. Pilot Study; 2016.
[Accessed: 19 May, 2016]
Punch KF. Introduction to social research: Quantitative and qualitative approaches research. (4th ed.). San Francisco: Pearson Education; 2012.
Abstract View: 50 times
PDF Download: 3 times