Australian Journal of Teacher Education - Vol 35, 1 - February 2010 - Climate Change? Who Knows? A Comparison of Secondary Students and Pre-service Teachers - Abstract

Oct 15, 2026

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Investigates whether tertiary teacher training increases understanding of climate change by comparing final-year pre-service teachers with secondary grade 10 students. A survey of 107 pre-service teachers and 310 secondary students examines knowledge levels, explanation models, and information sources for climate change. Findings show both groups have similarly low knowledge, including pre-service teachers focusing on science and SOSE. Results emphasize strengthening tertiary science curricula to close gaps.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Abstract

Purpose

Method and sample

Key findings

Implications for curriculum

Australian Journal of Teacher Education Climate Change? Who Knows? A Comparison of Secondary Students and Pre-service Teachers Helen J Boon James Cook University Abstract: In the context of recently published academic discrepancies between Queensland students and students from other Australian states, final year pre-service teachers were surveyed to explore their understanding and knowledge of climate change. Their responses were compared to those of secondary students to discern any significant gains in knowledge as a consequence of tertiary teacher training. Responses from a survey completed by a sample of 107 pre-service teachers and 310 grade 10 secondary students were examined for their level of understanding and knowledge, models of explanation and sources of information of the phenomenon. Results showed similarities between the two groups, with knowledge and understanding of climate change remaining unacceptably low in pre service teachers, including those secondary specialists citing science and environmental studies (SOSE) as their focus of study. The study highlights the need to develop tertiary science curricula to bridge pre-service teachers’knowledge and understanding gaps of important school curriculum topics while embedding these in broader considerations of curriculum planning. Between December 2008 and April 2009 an independent review of literacy, numeracy and science standards in Queensland primary schools was conducted at the behest of the Queensland Premier Anna Bligh (Masters, 2009) . Findings showed that, in all subject areas, Queensland students up to grade 10 perform less well than their counterparts in New South Wales, Victoria and the ACT, with more pronounced differences in mathematics and science. Another issue of concern was that, amongst Queensland students, there was a disparity between those living in metropolitan areas and those living in regional and rural areas, with the latter having lower average levels of achievement. Masters (2009) concluded that one of the ways improved outcomes in literacy, numeracy and science standards could be facilitated is through “access to a workforce that is very well prepared through pre-service teacher education programs”(p.vii) . Masters (2009) also stressed that: As well as meeting threshold levels of pedagogical content knowledge in literacy, numeracy and science, it is important that beginning teachers have sound levels of knowledge themselves in these areas. Concerns have been expressed to this review about some beginning teachers’own levels of competence and confidence in mathematics and science…(p.ix) Reported in this paper are the findings of a project conducted to examine the understanding and knowledge of the greenhouse effect and ozone depletion, issues underpinning climate change, from a sample of 107 final year Bachelor of Education pre-service teachers attending a regional university in Queensland. These topics were chosen because of their political Vol 35, 1, February 2010 104 Australian Journal of Teacher Education and scientific currency and frequent media coverage. It is not unreasonable to believe that if individuals engage with these topics lifestyle and political decision changes might follow. Bronfenbrenner (1979) termed issues such as climate change macrosystem issues because of their widespread implications at national, local and individual levels. Macrosystem issues affect economic, policy and cultural norms. Boyes and Stanisstreet (1993) stated that the greenhouse effect has been cited as “perhaps the most important and widely reported problem in recent times”(p.531) . Evidence of climate change due to human activity, particularly the combustion of fossil fuels since the industrial revolution, has been collected for some years.“Global Greenhouse Gas emissions due to human activities have grown since pre-industrial times, with an increase of 70% between 1970 and 2004”(IPCC,

FAQs

What is the study comparing to assess climate change understanding?

The study compares final-year pre-service teachers’ responses with those of secondary grade 10 students to evaluate differences in climate change knowledge.

How many participants were included in the survey?

The survey responses came from 107 pre-service teachers and 310 grade 10 secondary students.

What do the results indicate about pre-service teachers’ climate change knowledge?

Knowledge and understanding of climate change remained unacceptably low among pre-service teachers, even among those who cited science and environmental studies (SOSE) as their focus.

Oct 15, 2026

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