Investigating Knowledge of Indonesian Pre-service Science Teachers on The Greenhouse Effect Issue

Muhammad Nur Mannan; Shelly Efwinda; Lambang Subagiyo; Abdul Hakim; Siti Qusnul Khotimah; Ricky Andrian

doi:10.33394/j-ps.v13i4.16048

Authors

Muhammad Nur Mannan Mulawarman University
Shelly Efwinda Mulawarman University
Lambang Subagiyo Universitas Mulawarman
Abdul Hakim Universitas Mulawarman
Siti Qusnul Khotimah Universitas Mulawarman
Ricky Andrian Universitas Mulawarman

DOI:

https://doi.org/10.33394/j-ps.v13i4.16048

Keywords:

climate change, global warming, greenhouse effect, preservice teachers, science

Abstract

Teacher education institutions must pay attention so that future teachers have a strong and correct concept to teach actual knowledge to their students. This study explores Indonesian pre-service science teachers' (PSTs') knowledge of the Greenhouse Effect (GHE). The research participants were 187 Indonesian PSTs. The sampling technique used in this study was purposive sampling. The research instrument used was a questionnaire survey of 24 knowledge questions with three answer choices (true, wrong, or do not know) and two open questions. The PSTs' knowledge data were analyzed through statistics and the Mann-Whitney test. The results of the data analysis showed that PSTs' knowledge was in a low category, with an average score of 66.82. There was no significant difference between the knowledge of junior (2nd and 4th semester) and senior (6th and 8th semester) PSTs shown by a significance value of 0.445 > 0.005. Our findings also show that their knowledge of this issue is only superficial; for example, most of them mentioned that they had learned about the GHE process, but their explanations of how the GHE occurs were not detailed. Therefore, Institutions must strengthen their curriculum to equip PSTs with accurate and actionable knowledge of the GHE.

References

Aksoy, A. C. A., & Erten, S. (2022). A Four-Tier Diagnostic Test to determine Pre-Service Science Teachers’ Misconception about Global Warming. Journal of Baltic Science Education, 21(5), 747–761.

Arto-Blanco, M., Meira-Cartea, P. Á., & Gutiérrez-Pérez, J. (2017). Climate literacy among university students in Mexico and Spain: Influence of scientific and popular culture in the representation of the causes of climate change. International Journal of Global Warming, 12(3–4), 448–467. https://doi.org/10.1504/IJGW.2017.084791

Breslyn, W., & McGinnis, J. R. (2019). Investigating preservice elementary science teachers’ understanding of climate change from a computational thinking systems perspective. Eurasia Journal of Mathematics, Science and Technology Education, 15(6). https://doi.org/10.29333/ejmste/103566

Cooper, O., Keeley, A., & Merenlender, A. (2019). Curriculum gaps for adult climate literacy. Conservation Science and Practice, 1(10). https://doi.org/10.1111/csp2.102

Dewi, R. P., & Khoirunisa, N. (2018). Middle school student’s perception of climate change at Boyolali District, Indonesia. IOP Conference Series: Earth and Environmental Science, 200(1). https://doi.org/10.1088/1755-1315/200/1/012061

Efwinda, S., & Mannan, M. N. (2020). Pedagogical Content Knowledge Ability in Reflecting Project-Based Learning on Physics Concepts. Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019. https://doi.org/10.4108/eai.12-10-2019.2296475

Efwinda, S., & Mannan, M. N. (2021). Technological pedagogical and content knowledge (TPACK) of prospective physics teachers in distance learning: Self-perception and video observation. Journal of Physics: Conference Series, 1806(1). https://doi.org/10.1088/1742-6596/1806/1/012040

Freije, A. M., Hussain, T., & Salman, E. A. (2017). Global warming awareness among the University of Bahrain science students. Journal of the Association of Arab Universities for Basic and Applied Sciences, 22, 9–16. https://doi.org/10.1016/j.jaubas.2016.02.002

González, D. A. (2021). The progression of preservice teachers’ covariational reasoning as they model global warming. Journal of Mathematical Behavior, 62(September 2019). https://doi.org/10.1016/j.jmathb.2021.100859

Gunamantha, I. M., & Dantes, N. (2019). Climate Change Literacy of Elementary School Students in Buleleng District, Bali Province, Indonesia. Journal of Physics: Conference Series, 1254(1). https://doi.org/10.1088/1742-6596/1254/1/012051

Hakim, A., Nurhikmah, N. H., Halisa, N., Febriati, F., Aras, L., & Lutfi, L. B. (2023). The Effect of Online Learning on Student Learning Outcomes in Indonesian Subjects. Journal of Innovation in Educational and Cultural Research, 4(1), 133–140. https://doi.org/10.46843/jiecr.v4i1.312

Hannah, A. L., & Rhubart, D. C. (2020). Teacher perceptions of state standards and climate change pedagogy: opportunities and barriers for implementing consensus-informed instruction on climate change. Climatic Change, 158(3–4), 377–392. https://doi.org/10.1007/s10584-019-02590-8

Hestness, E., McGinnis, J. R., & Breslyn, W. (2019). Examining the relationship between middle school students’ sociocultural participation and their ideas about climate change. Environmental Education Research, 25(6), 912–924. https://doi.org/10.1080/13504622.2016.1266303

Higuchi, M. I. G., Paz, D. T., Roazzi, A., & Souza, B. C. De. (2018). Knowledge and Beliefs about Climate Change and the Role of the Amazonian Forest among University and High School Students. Ecopsychology, 10(2), 106–116. https://doi.org/10.1089/eco.2017.0050

Hoque, F., Yasin, R. M., & Sopian, K. (2022). Revisiting Education for Sustainable Development: Methods to Inspire Secondary School Students toward Renewable Energy. Sustainability (Switzerland), 14(14), 1–18. https://doi.org/10.3390/su14148296

Huxster, J. K., Uribe-Zarain, X., & Kempton, W. (2015). Undergraduate Understanding of Climate Change: The Influences of College Major and Environmental Group Membership on Survey Knowledge Scores. Journal of Environmental Education, 46(3), 149–165. https://doi.org/10.1080/00958964.2015.1021661

IPCC. (2021). Climate Change 2021 The Physical Science Basis WGI. In Bulletin of the Chinese Academy of Sciences (Vol. 34, Issue 2). https://www.ipcc.ch/report/sixth-assessment-report-working-group-i/

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

Kolenatý, M., Kroufek, R., & Činčera, J. (2022). What Triggers Climate Action: The Impact of a Climate Change Education Program on Students’ Climate Literacy and Their Willingness to Act. Sustainability (Switzerland), 14(16). https://doi.org/10.3390/su141610365

Kula, S. S., & Güler, M. P. D. (2021). University-school cooperation: Perspectives of pre-service teachers, practice teachers and faculty members. Asian Journal of University Education, 17(1), 47–62. https://doi.org/10.24191/ajue.v17i1.12620

Kurup, P. M., Levinson, R., & Li, X. (2021). Informed-Decision Regarding Global Warming and Climate Change Among High School Students in the United Kingdom. Canadian Journal of Science, Mathematics and Technology Education, 21(1), 166–185. https://doi.org/10.1007/s42330-020-00123-5

Laliyo, L. A. R., Puluhulawa, F. U., Eraku, S., & Salimi, Y. K. (2020). The Prevalence of Students and Teachers’ Ideas about Global Warming and the Use of Renewable Energy Technology. Journal of Environmental Accounting and Management, 8(3), 243–256. https://doi.org/10.5890/jeam.2020.09.003

Lombardi, D., Bickel, E. S., Brandt, C. B., & Burg, C. (2017). Categorising students’ evaluations of evidence and explanations about climate change. International Journal of Global Warming, 12(3–4), 313–330. https://doi.org/10.1504/IJGW.2017.084782

Mazzalai, E., Chiappetta, M., & Torre, G. La. (2022). Knowledge on causes and consequences of Climate Change in a cohort of Italian students. Clinica Terapeutica, 173(5), 443–452. https://doi.org/10.7417/CT.2022.2461

Meilinda, Rustaman, N. Y., & Tjasyono, B. (2017). The perceptions of pre-service science teachers and science teachers about climate change. Jurnal Pendidikan IPA Indonesia, 6(2), 292–297. https://doi.org/10.15294/jpii.v6i2.9490

Nayan, N., Mahat, H., Hashim, M., Saleh, Y., & Norkhaidi, S. B. (2020). Climate literacy awareness among preservice teachers in Malaysia. Cakrawala Pendidikan, 39(1), 89–101. https://doi.org/10.21831/cp.v39i1.26873

Nyarko, S. C., & Petcovic, H. L. (2021). Ghanaian preservice science teachers’ knowledge of ozone depletion and climate change, and sources of their knowledge. International Journal of Science Education, 43(10), 1554–1575. https://doi.org/10.1080/09500693.2021.1922779

Oh, J. Y., & Jeon, E. C. (2017). Greenhouse Effects in Global Warming based on Analogical Reasoning. Foundations of Science, 22(4), 827–847. https://doi.org/10.1007/s10699-016-9501-z

Oumarou, A. B., & HongXia, L. (2022). Youth awareness and commitment to global warming risks among university students. International Journal of Human Capital in Urban Management, 7(1), 113–124. https://doi.org/10.22034/IJHCUM.2022.01.09

Powers, S. E., Dewaters, J. E., & Dhaniyala, S. (2021). Climate literacy—imperative competencies for tomorrow’s engineers. Sustainability (Switzerland), 13(17), 1–15. https://doi.org/10.3390/su13179684

Prasad, R. R., & Mkumbachi, R. L. (2021). University students’ perceptions of climate change: the case study of the University of the South Pacific-Fiji Islands. International Journal of Climate Change Strategies and Management, 13(4–5), 416–434. https://doi.org/10.1108/IJCCSM-12-2020-0126

Ratinen, I. (2021). Students’ knowledge of climate change, mitigation and adaptation in the context of constructive hope. Education Sciences, 11(3), 1–14. https://doi.org/10.3390/educsci11030103

Sofiyan, S., Aksa, F. I., & Saiman, S. (2019). An analysis climate change of the curriculum in Indonesia. Journal of Physics: Conference Series, 1321(2). https://doi.org/10.1088/1742-6596/1321/2/022121

Sultan, A. A. Al. (2020). Investigating preservice elementary teachers’ subject-specific self-efficacy in teaching science. Eurasia Journal of Mathematics, Science and Technology Education, 16(5). https://doi.org/10.29333/ejmste/7801

Tobin, K., & Alexakos, K. (2021). Global challenges need attention now: educating humanity for wellness and sustainability. Cultural Studies of Science Education, 16(3), 651–673. https://doi.org/10.1007/s11422-021-10080-6

Tolppanen, S., Claudelin, A., & Kang, J. (2021). Pre-service Teachers’ Knowledge and Perceptions of the Impact of Mitigative Climate Actions and Their Willingness to Act. Research in Science Education, 51(6), 1629–1649. https://doi.org/10.1007/s11165-020-09921-1

Trémolière, B., & Djeriouat, H. (2021). Exploring the roles of analytic cognitive style, climate science literacy, illusion of knowledge, and political orientation in climate change skepticism. Journal of Environmental Psychology, 74(January). https://doi.org/10.1016/j.jenvp.2021.101561

UNESCO. (2017). Education for Sustainable Development Goals:Learning Objectives. In United Nations Educational, Scientific, and Cultural Organization (UNESCO). https://unesdoc.unesco.org/ark:/48223/pf0000247444

Urbańska, M., Charzyński, P., Gadsby, H., Novák, T. J., Şahin, S., & Yilmaz, M. D. (2022). Environmental threats and geographical education: Students’ sustainability awareness—evaluation. Education Sciences, 12(1). https://doi.org/10.3390/educsci12010001

Winarno, N., Widodo, A., Rusdiana, D., Rochintaniawati, D., & Afifah, R. M. A. (2019). Pre-service Science Teachers’ Conceptual Understanding of Integrated Science Subject: A Case Study. Journal of Physics: Conference Series, 1204(1). https://doi.org/10.1088/1742-6596/1204/1/012104