Analysis of factors related to science teachers’ perceptions about climate change: Implications for educators
Year: 2019
Type: dissertation
Study design: Observational Study
Abstract: Climate change is a global issue that affects regional and local scales, which can have significant psychological effects on all people. Science teachers, who deal with this information themselves, also must inspire and motivate young people to confront this information. Without understanding the foundations of how and why people learn new scientific information, teachers feel helpless teaching students how to respond to information related to climate change. \n The literature presents complicated relationships among people’s ideology, education, age, sense of control, their concern for the environment and how each of these factors influence pro-environmental behavior and climate change mitigation behavior. Explaining this relationship should prove helpful in the creation of climate change curricula. \n The purpose of this study was to analyze demographic and scientific attitudinal factors on climate change perceptions and behavior. The research questions were these: \n1. How do teachers’ political ideologies, environmental concern and climate change efficacy influence their climate change mitigation intention and behavior? \n2. How do teachers’ perceptions of subjective norms influence their science teaching efficacy and climate change efficacy? \n3. How do teachers’ perceptions of control and climate change efficacy influence their climate change mitigation intentions and behaviors? \n4. Does the Climate Change Efficacy Framework predict teacher intentions and behaviors? \nAn exploratory analysis using axis factoring was implemented to discover the true \ndimensions of the items used in this study. This was done using factor extraction and rotation. A total number of seven factors emerged from the 47 items: (1) Science Teacher Efficacy; (2) Environmental Concern; (3) Climate Mitigating Behavioral Intention; (4) Climate Change Efficacy; (5) Subjective Norms; (6) Perceived Behavioral Control (7) Climate Mitigating Behavior. Reliability analyses were conducted and showed good internal consistency for most constructs. The results of the study provide the basis for understanding the socio-cognitive dimensions of science teachers in the United States. Implications of the study and future directions are presented.
Author: Casey Williams
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2997137789