A1 Journal article (refereed), original research

Pre-service Teachers’ Knowledge and Perceptions of the Impact of Mitigative Climate Actions and Their Willingness to Act


Open Access hybrid publication

Publication Details
Authors: Tolppanen Sakari, Claudelin Anna, Kang Jingoo
Publisher: Springer Verlag (Germany)
Publication year: 2020
Language: English
Related Journal or Series Information: Research in Science Education
ISSN: 0157-244X
JUFO-Level of this publication: 2
Open Access: Open Access hybrid publication

Abstract

A 44-item questionnaire was created to examine pre-service teachers’
knowledge and perceptions of the impact of mitigative climate change
actions and how willing they are to undertake these actions. Responses (N = 224)
were collected from pre-service teachers at the University of Eastern
Finland. The findings show that pre-service teachers have a very low
level of knowledge of the impact of different mitigative climate change
actions. Furthermore, the students tend to overestimate the carbon
footprint of low-impact actions and underestimate the carbon
footprint of high-impact actions and they are unable to make a clear
distinction between low- and high-impact actions, though the impact of
the high-impact actions may be many times greater than those of
low-impact actions. In general, pre-service teachers were willing to
take low-impact actions, somewhat willing to take mid-impact actions,
but reluctant to take the highest-impact actions. Knowledge of the
impact of actions did not correlate with willingness to act, possibly
due to low levels of knowledge. Some correlation between confidence in
knowledge and willingness to act was found. This article discusses the
importance of considering confidence in knowledge in future research
examining the relationship between knowledge and action. The
implications of the findings on teacher education and environmental
education are also discussed.


Last updated on 2020-14-02 at 15:16