Given the importance of the climate change issue, understanding students' preconceptions and knowledge about climate change is crucial for effective instructional design. This study surveys university students' concepts and knowledge related to climate change. The author developed the "Climate Change Understanding Questionnaire," which encompasses five dimensions: the definition of climate change, its connection to global warming, evidence of global warming, its impacts, and strategies for responding to climate change. Each dimension includes 2 to 3 open-ended questions. The study used convenience sampling, surveying a total of 334 students. During data analysis, scoring rubrics were created for each question, and the scores of science majors (N=151) were compared with those of non-science majors (N=183). The results revealed no significant difference between science and non-science majors in their overall understanding of climate change. However, science majors scored significantly higher on the definition of climate change, the connection between climate change and global warming, and the evidence of global warming, while non-science majors proposed significantly more mitigation strategies. Both groups rarely mentioned adaptation strategies. Furthermore, some of the students had misconceptions about climate change, particularly regarding the relationship between climate change and global warming, as well as the causes of global warming. The implications for science instruction are discussed.

Authors:
Shu-Sheng Lin, National Chiayi University, Taiwan

About the Presenter(s)
Professor Shu-Sheng Lin is a University Professor/Principal Lecturer at National Chiayi University in Taiwan

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