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Student Awareness on Global Warming

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Student Awareness on Global Warming Tina Tsantakis Education 703.22 Spring 2009 Dr. O Connor - Petruso Pre-Test & Post Test Results For 13-16 Years Old Correlation ... – PowerPoint PPT presentation

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Title: Student Awareness on Global Warming


1
Student Awareness on Global Warming
Tina Tsantakis Education 703.22 Spring 2009 Dr.
OConnor - Petruso
2
Table of Contents
  • Abstract
  • Introduction
  • Statement of the Problem
  • Review of Related Literature
  • Statement of the Hypothesis
  • Methods
  • Participants
  • Instruments
  • Experimental/Research Design
  • Procedure
  • Results
  • Discussion
  • Implications

3
Abstract
  • The purpose of this study was to identify how
    much awareness children have on global warming.
    This study investigated two different age groups,
    ages 7-10 years old and 13-16 years old. This
    study utilized the results from KWL charts,
    pre-tests- post-tests and student surveys. Based
    on the findings in this action research paper, it
    is evident that children from different age
    groups have a moderate amount of awareness on
    global warming and do care about this problem.
    The research shows that children do care about
    whats going on around them and can help make a
    difference and do care to change things for the
    better.

4
Introduction
  • Global warming is the increase in the average
    temperature of the Earths surface. The
    increasing global temperature is causing sea
    levels to rise, glaciers are melting and an
    increase with intense weather extremes. Further
    impact to our planet awaits us if we dont act
    fast. Lets reach out to our children to help
    save our planet.

5
Statement of the Problem
  • The purpose of this study is to investigate
    student awareness
  • on global warming and to find out how much
    knowledge
  • children have on global warming. Every year our
    earth is
  • being effected by global warming and is creating
    a dangerous
  • future for our children. Studies show that
    children have some
  • awareness but do very little to help the earth.
    Implementing a recycling
  • program in classrooms are very useful tools that
    will help children become
  • more aware and caring for the Earth.

6
Review of Related Literature
  • Noam Chomsky believes global warming is a major
    issue and that its being ignored. Chomsky
    explains that Bushs administration pushes aside
    scientific inquiry on global warming. He believes
    that we can possibly face catastrophic damage if
    global warming issues continue to be ignored.
    Chomsky emphasizes that the government needs to
    take action and acknowledge the potential harm
    that is facing us.
  • Chomsky, N. (2005.) Intelligent design?
  • Khaleej Times. Retrieved October 5, 2008, from
    http//www.chomsky.info/articles/20051006.htm
  • n Jean Piaget was a famous natural
    scientist and philosopher well known for
  • his studies with children. His theory
    was based on cognitive development.
  • The constructivist theory is based on
    knowing and developing. Piaget
  • supports my thesis topic because he was
    known to be one of the greatest
  • natural scientists and had strong
    beliefs in trying to build knowledge on
  • important topics and to develop and
    investigate issues.

7
Literature Review
  • Saunders, M. A (1999) and Vega, M. A (2005).
    Saunders and Al Gore are researchers that are
    very interested with saving our planet. Al Gore
    created a campaign to raise awareness and to
    address global warming issues. Saunders and Al
    Gore are concerned about the climate change,
    rising levels of carbon dioxide in the atmosphere
    and the rising sea level. They both agree that
    greenhouse gases are due to human activities and
    has started effecting the earth since the 1700s.
    Burning forests down, fossil fuels burning,
    decaying rubbish are all enhancing the greenhouse
    gases. As a result, we have seen dramatic
    changes in global temperature, precipitation, sea
    level and weather extremes.
  • Saunders, M. A. (1999). Earths future climate.
    Philosophical Transactions Mathematical,
    Physical and Engineering Sciences, (357)1763,
    3459-3480.
  • Vega, M. C. (2005). Warning from Gore on future
    S.F. speech focuses on global warming. Retrieved
    October 5, 2008, from
  • http//www.sfgate.com/cgibin/article.cgi?f/c/a/2
    005/06/05/BAGROD3V5O1.DTLtypeprintable

8
Literature Review
  • Cleaver (2007), Oluk S. Ozalp I. (2007)and
    Mason, Lucia, Santi, Marina. (Feb 1998) believe
    that global environmental problems should be
    implemented into the the curriculum and will
    increase student knowledge on global warming and
    will make children more caring for the earth.
    Children in todays world are spending much more
    time indoors than outdoors. When students are in
    class, usually they are not learning about the
    environment. When the children are at home,
    usually they watch TV, finish homework, play
    video games or use the computer. Environmental
    responsiveness is a major component in
    environmental education and there are ways to
    build childrens knowledge on global warming and
    green house effects. (Mason, Lucia, Santi,
    Marina., Feb 1998) and (Cleaver, 2007)
  • Cleaver, S. (2007). Classrooms are going green
    How green classrooms are
  • reconnecting kids with nature. Instructor,
    (3)117, 20-24.
  • Mason, Lucia, Santi, Marina. (Feb 1998)
    Discussing the Greenhouse Effect Children's
    Collaborative Discourse Reasoning and Conceptual
    Change. Environmental Education Research, Vol. 4,
    No. 1, pp 67-85.
  • Oluk, S., Ozalp, I. (2007). The teaching of
    global environmental problems according to the
    constructivist approach As a focal point of the
    problem and the availability of concept cartoons.
    Educational Sciences Theory Practice, (7)2,
    881-896.

9
Literature Review
  • Jeronen E., Kaikkonen M. (2002) and Malkus, A.,
    Musser L. (1997) examine relationships between
    childrens environmental concern. These
    researchers believe that children have some
    awareness on global warming, but need to build
    more knowledge on prevention. Malkus, A.,
    Musser, L. (1997) found that younger children
    were more concerned with the environment then
    older children. The children who are concerned
    with the environment are looking to help save
    their planet and make their parents aware as
    well.
  • Jeronen, E., Kaikkonen, M. (2002, October).
    Thoughts of Children and Adults about the
  • Environment and Environmental Education.
    International Research in Geographical
    Environmental Education, 11(4), 341-353.
    Retrieved November 20, 2008, from AcaSearch
    Premier database.
  • Malkus, A., Musser, L. (1997, April 1).
    Environmental Concern in School-Age
  • Children. (ERIC Document Reproduction Service
    No. ED407099) Retrieved
  • November 20, 2008, from ERIC database.

10
Literature Review
  • Adler, H. J. (1992), and Cherif, A. (1995)
    believe educators should design new strategies to
    incorporate a range of options that include
    teaching recycling and waste management in
    schools to ensure recycling behavior and more
    participation in waste management. Both
    researchers agree that more education will make
    the difference and that recycling should be a
    part of the school curriculum. Cherif (1995)
    article lists major objectives in teaching
    recycling.
  • Adler, H. J. (1992). Little green lies. The
    environmental miseducation of
  • Americas children. Policy Review, 61, 18-26.
  • Cherif, A. (1995, January 1). Toward a Rationale
    for Recycling in Schools. Journal of
    Environmental Education, 26(4), 5-10. (ERIC
    Document Reproduction Service No. EJ546546)
    Retrieved December 8, 2008, from ERIC database.

11
Statement of the Hypothesis
  • HR1 Implementing environmental science into the
  • curriculum and integrating recycling programs in
  • classrooms will increase student awareness on
    global
  • warming and will therefore help save our planet.
  • HR2 Not implementing environmental science into
    the
  • curriculum and not integrating recycling programs
    into
  • classrooms will cause further damage to our
    planet and
  • will steer children away from the environmental
    issues
  • that face them in the future.

12
Methods
  • Experimental Design
  • - Quasi Experimental Non Equivalent Control Group
    Design
  • - Two groups are pre-tested (o), exposed to 3
    lessons (x) and post-tested (o)
  • - Groups are randomly assigned.
  • - Symbolic design
  • O X1 O
  • O X2 O
  • Procedure
  • - Research conducted from November 2008 to May
    2009
  • Principal parent consent granted
  • KWL utilized to introduce topic
  • Pre-test to evaluate prior knowledge and
    awareness
  • Three lessons (treatment)
  • Post-test given after treatment
  • Student survey based on opinions on global
    warming
  • Participants
  • - 30 students
  • - 7-10 yrs old and 13-16 years old
  • - 3rd and 9th grade level (2 classrooms)
  • - 50 African American,
  • 40 Hispanic, 10 other
  • Instruments
  • - Principal parent consent forms
  • - KWL chart
  • - Pre-test
  • - Post-test
  • - Student survey

13
ResultsPre-Test Post Test Results For 7-10
Years Old

Average Score For Each Test (7-10 Yrs
Old) Pre-Test Mean70.6 Post-Test Mean82 There
is a 12 percent increase found between both
tests.
14
  • Pre-Test Post Test Results For 13-16 Years Old

Average Score For Each Test (13-16 Yrs
Old) Pre-Test Mean68.6 Post-Test Mean92.5 There
is approximately 24 percent increase found
between both tests.
15
Correlation Graph - Pre-Test Awareness
Rxy 0.94 Strong Correlation Rubric Level
1 0 59 Level 2 60 - 69 Level 3
70 - 89 Level 4 90 - 100
16
Correlation Graph - Post-Test Awareness
Rxy 0.92 Strong correlation Rubric Level 1
0 59 Level 2 60 - 69 Level 3 70
- 89 Level 4 90 - 100
17
Student SurveyQuestion 2 Recycling is useful
and can help save our planet.
Rubric   Awareness level 4 Very high 3 High 2
Low 1 Very low
18
Results
  • Based on the pre-test, post-test and survey,
    there are very strong
  • relationships found between the two different age
    groups. The data also shows that the students
    from both age groups gained more knowledge after
    treatment.
  • The bar graphs show that both age groups
    increased their knowledge after treatment. The
    scatterplots represent strong correlations
    between both age groups and how much awareness
    they have on the pre-test and post-test. The
    student survey was based on opinions on recycling
    and the outcomes were very high, which means the
    students from both age groups do care about
    recycling.

19
Discussion
  • The results show that students from both age
    groups have some knowledge on global warming and
    indicate their concern and hope to prevent
    further damage to Earth. This action research
    report agrees with Noam Chomsky, Jean Piaget,
    Saunders and Vega. All of theses theorists are
    very concerned with global warming. The topics
    mentioned in their articles discuss the negative
    effects of fossil fuels burning and the rising
    sea levels.
  • Cleaver, Oluk and Ozalp strongly believe that
    environmental science should be implemented into
    the curriculum and would further increase student
    awareness. We face a major problem and something
    can be done. Reaching out to children is a great
    start to helping our Earth.
  • Further research is required and investigating
    other strategies similar to recycling and
    implementing environmental science is necessary.
    More time is necessary to complete research.

20
Implications
  • ELL student may have difficulty reading KWL
    chart, pre-test, post-test and survey.
  • More time is required.
  • Further research is needed.

21
Threats to Internal Validity
  • History Students will be filling out one
    attitude survey and completing a pre-test and
    post-test. Possible disturbances such as
    firedrills, constant announcements, classroom
    phone ringing, ELL pull out group, other teachers
    entering the classroom can effect my research.
    Some students may not be honest on the survey or
    tests.
  • Maturation Some students are tire out quickly
    on tests. The survey and tests have never been
    administered before so therefore the students may
    lose interest quickly.
  • Instrumentation Several students have
    difficulty reading English.
  • Mortality - Two students have already been
    discharged and one student is often absent,
    suspended or pulled out due to behavioral issues.
  • Selection Maturation Interaction The students
    Im testing and surveying fall into different age
    groups (7-9 yrs old 13-16 yrs old)

22
Threats to External Validity
  • Ecological Validity The students come from poor
    economic backgrounds and are low performing on
    standardized tests.
  • Specificity of Variables All variables are
    related to my research project.
  • Treatment Diffusion Students communicate with
    other students, parents and administrators and
    therefore can influence their beliefs.
  • Reactive Arrangements/Participants Effects
    People tend to change their thoughts and opinions
    over time especially after gaining more knowledge
    on a specific topic.

23
Causes of global warming
Effects of global warming
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