Global Warming Responses at the Primary Secondary Interface 1. Students' Beliefs and Willingness to Act

By Skamp, Keith; Boyes, Eddie et al. | Australian Journal of Environmental Education, Annual 2009 | Go to article overview

Global Warming Responses at the Primary Secondary Interface 1. Students' Beliefs and Willingness to Act


Skamp, Keith, Boyes, Eddie, Stannistreet, Martin, Australian Journal of Environmental Education


Introduction

Global warming is the major environmental issue of the 21st century; at this stage its effects cannot be removed, only contained (Orr, 2009). Australia, and NSW in particular, has a very high per capita level of greenhouse gas emission, with residential use and car travel being two major contributors (NSW Greenhouse Office, 2005). In order to change behaviours of individuals to reduce greenhouse gas emissions, it is likely that a multidisciplinary approach will be needed, with education being an important component. Given the magnitude and imminence of the problem of global warming, it is reasonable to suggest that such education should now be directed, at least in part, to inducing behaviour change.

A recently completed survey of secondary school students in NSW (Skamp, Boyes, & Stanisstreet, 2009) found considerable differences between these students' beliefs about the effectiveness of different actions in alleviating global warming, and disparity in their willingness to take action. By comparing students' beliefs about the usefulness of actions with their willingness to undertake them, a series of novel indices were constructed. For example, it was possible to produce a measure of "environmental responsiveness" and, separately, an index of the potential efficacy of education about different actions in terms of students' willingness to change behaviours. In the present paper we report students' responses to the same survey at the end of primary school (Grade 6) and compare their views with students after one year in secondary school (Grade 7).

Global Warming in the Primary Curriculum

It is now acknowledged that moving towards sustainability literacy is an imperative in formal school education (Colucci-Gray, Camina, Barbiero, & Gray, 2005; NAAEE, 2004). Sterling (1998) suggests that sustainability learning outcomes for the upper primary years should address an understanding of how human systems work in terms of concepts such as inputs, outputs, sources, sinks and flows; a consideration of how resources may be managed more sustainably in, for example, the house, the school, and the farm; and an ability to develop indicators for students' own lifestyles and communities that they can use to monitor sustainability. These outcomes readily relate to global warming. For example, schools could address, in part, the energy and transport "doorways" in the Education for Sustainability Framework in England (Scott, 2007); and the notion of a "carbon-footprint" is suggested as a key middle school concept in a draft American sustainability education framework (US Partnership for Education for Sustainable Development, 2008). In middle school grades (5 to 8) in NSW, global warming is receiving increased emphasis through the Schools Climate Change Initiative. The aim of this Initiative is "to assist in the implementation of the NSW Greenhouse Plan by developing teacher and student awareness, understanding and environmental citizenship in regard to the local-to-global measures required to reduce greenhouse gas emissions and adapt to future climate changes in NSW" (NSW DET, 2007).

Given these developments, global warming clearly has a place in the primary curriculum. Grade 6 students will be well aware of it from the intense media coverage and its inclusion in resources--texts and Internet sites--that they would access. Also, if they are similar to young people in NSW (15-24 year olds), they would rank it the most important social issue for the State government to address (DECC, 2007). Furthermore, although grade 6 and secondary students may hold varying conceptions about global warming that may influence consequent actions (Boyes & Stanisstreet, 1993; Lester, Ma, & Lambert, 2006; Rule, 2005), there is evidence that young children can be quite sophisticated in their environmental thinking and reasoning and are "highly active thinkers in the realm of environmental issues" (Palmer & Suggate, 1996; 2004, p. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Global Warming Responses at the Primary Secondary Interface 1. Students' Beliefs and Willingness to Act
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.