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What Do School Children Know about Climate Change? A Social Sciences Approach

Author

Listed:
  • Álvaro-Francisco Morote

    (Department of Experimental and Social Sciences Education, Faculty Teaching Training, University of Valencia, 46022 Valencia, Spain)

  • María Hernández

    (Department of Regional Geographical Analysis and Physical Geography, University of Alicante, 03080 Alicante, Spain)

Abstract

One of the subject areas that is currently most prominent in the field of education (Social Science) is climate change, given its implications for raising awareness and training the present and future society. The objectives of this study, focused on school children (Primary Education—10 to 12 years old; third cycle, Secondary Education—12–16 years old; and pre-university, Baccalaureate—17–18 years old) in the Region of Valencia (Spain), are to analyse the following: the main information channels through which children receive information on climate change; the causes and consequences that they identify with respect to this phenomenon; and the main greenhouse gas that they believe is in the atmosphere. Based on the 575 students surveyed during the academic year 2020–2021, the results indicate that the three main information media are digital (TV—82.8%, Internet—56.2% and social networks—49.4%). With respect to the causes of the phenomenon identified by the students, particularly noteworthy was pollution (70.1%) and, in terms of the effects, the increase and changes in temperature (61.7%) were of particular note. Finally, with reference to greenhouse gases, the majority responded CO 2 (63.5%). This is incorrect, as the main greenhouse gas in the atmosphere is water vapour. To sum up, we can highlight the role played by schools in training the future society and the risk arising from an increase in the information received from digital media by children as they grow older, due to the danger of misinformation.

Suggested Citation

  • Álvaro-Francisco Morote & María Hernández, 2022. "What Do School Children Know about Climate Change? A Social Sciences Approach," Social Sciences, MDPI, vol. 11(4), pages 1-17, April.
    • Handle: RePEc:gam:jscscx:v:11:y:2022:i:4:p:179-:d:792965
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    References listed on IDEAS

    as
    1. Allen, D.E. & McAleer, M.J., 2018. "Fake News and Indifference to Scientific Fact," Econometric Institute Research Papers TI 2018-054/III, Erasmus University Rotterdam, Erasmus School of Economics (ESE), Econometric Institute.
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    3. David E. Allen & Michael McAleer, 2018. "Fake news and indifference to scientific fact: President Trump’s confused tweets on global warming, climate change and weather," Scientometrics, Springer;Akadémiai Kiadó, vol. 117(1), pages 625-629, October.
    4. Albert Satorra & Peter Bentler, 2010. "Ensuring Positiveness of the Scaled Difference Chi-square Test Statistic," Psychometrika, Springer;The Psychometric Society, vol. 75(2), pages 243-248, June.
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