Students' Understanding of the Greenhouse Effect, the Societal Consequences of Reducing CO2 Emissions and the Problem of Ozone Layer Depletion.

By B. Andersson, A. Wallin. 2000

248 citations recorded by the source corpus.

Subfields: Education, Management, Monitoring, Policy and Law, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/957ebb27b801053191c985d33878ea208027ac48

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In Education

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Citations in the corpus

Singapore students' misconceptions of climate change (2016, background): “As Andersson and Wallin (2000) also have observed, the ozone-related models serve as a convenient and easy route to explain the warming process: as “the barrier thins out, more radiation can come through” (p.1108).”
Concept formation in environmental education: 14‐year olds’ work on the intensified greenhouse effect and the depletion of the ozone layer (2005, background): “Rye, Rubba and Wiesenmayer ( 1997 ) and Andersson and Wallin ( 2000 ), who also attribute the pupils’ difficulties of separating issues to conceptual deficiencies, describe these difficulties as a problem of achieving conceptual change and suggest alternative teaching strategies aimed at challenging”
Youth perceptions of climate change: A narrative synthesis (2020, background): “A majority of studies (40) reported participants' perceptions about potential solutions to climate change (Ambusaidi et al., 2012; Andersson & Wallin, 2000; Bofferding & Kloser, 2015; Boyes et al., 1993, 2014; Boyes, Skamp, & Stanisstreet, 2008; Boyes & Stanisstreet, 1993, 2012; Boyes,…”
Seventh grade students' mental models of the greenhouse effect (2011, background): “Several studies have found that students do not necessarily have an explicit or accurate conception of the greenhouse effect (Andersson and Wallin 2000 ; Pruneau et al.”
Urban High School Students’ Critical Science Agency: Conceptual Understandings and Environmental Actions Around Climate Change (2012, background): “In addition, students also believed local temperatures would rise (Andersson and Wallin 2000; Shepardson et al. 2009).”
Situational influences upon children's beliefs about global warming and energy (2004, background): “Empirical research focusing upon children's perceptions of global warming has typically been framed around the quality of their scienti®c understanding of the problem (e.g. Boyes & Stanisstreet, 1993; Koulaidis & Christidou, 1999; Andersson & Wallin, 2000).”
Developing a multi-year learning progression for carbon cycling in socio-ecological systems (2009, background): “Andersson and Wallin (2000) found that many Swedish students confused global warming with ozone depletion.”
What Greek secondary school students believe about climate change (2011, background): “For example: Rye, Rubba and Wiesenmayer (1997) investigated a group of US students from grades 6-8; Fischer (1998) explored a group of varying ages in New Zealand; Meadows and Wiesenmayer (1999) discussed school-age children‟s confusion of climate change and ozone layer depletion that has been ident”
Middle and high school students’ conceptions of climate change mitigation and adaptation strategies (2015, background): “In some cases, individuals understand the underlying role of GHGs in the changing climate system but may not fully understand the science behind how these gases impact earth’s systems (Andersson and Wallin 2000).”