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Findings show both groups have unacceptably low scientific literacy, and sociocultural influences are proposed.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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student knowledge areas does the study examine?","Question",{"text":63,"@type":64},"The study assesses students’ understanding of the greenhouse effect, ozone depletion, and climate change, including how they explain related phenomena and where they get information.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How is the comparison made with the earlier study?",{"text":68,"@type":64},"Results from regional Australian students are compared with a parallel study conducted in 1991 in a regional UK city to evaluate whether awareness and understanding improved over about 16 years.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the results indicate about scientific literacy?",{"text":72,"@type":64},"Knowledge and understanding of these scientific literacy issues remain unacceptably low in 2007, with similarities observed between the two groups.",{"name":74,"@type":61,"acceptedAnswer":75},"Why does the paper discuss climate politics and the Kyoto Protocol?",{"text":76,"@type":64},"It frames educational challenges by describing how public and political messages around climate mitigation, ratification, and curriculum inclusion can shape beliefs, values, and how knowledge is applied.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},593454,1792882536,{"code":4,"msg":86,"data":87},"success",[88,92,96,100,105,110,114,118,123,126,130],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Story & 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When? Where?  \nHelen Boon  \nJames Cook University  \nAbstract  \nRegional Australian students were surveyed to explore their understanding and knowledge of the greenhouse effect, ozone depletion and climate change. Results were compared with a parallel study undertaken in 1991 in a regional UK city.  \nThe comparison was conducted to investigate whether more awareness and understanding of these issues is demonstrated by students as a result of over 16 years’accumulated knowledge, increased certainty among experts of greenhouse effects on climate, media publicity and inclusion of the greenhouse effect in the Australian school curriculum.  \nData obtained from a combined sample of 740 Year 8/10 secondary students examined the extent of student understanding and knowledge, models of explanation and sources of information of the phenomena. A path analytic, Structural Equation Model (SEM) tested links between student understanding of the greenhouse effect, knowledge of greenhouse gases and experience of being in a greenhouse, to conceptions of climate change.  \nResults show similarities between the two groups, with knowledge and understanding of these important scientific literacy issues remaining unacceptably low in 2007. Sociocultural influences are proposed in relation to results and implications for practice are suggested.  \nAccording to Lowe (2000), the Australian government, supported by industry interest lobbies such as the coal producers, showed reluctance to adopt policies to mitigate greenhouse effects upon the climate, meeting with little opposition from the public. Is the reason for this public indifference, lack of knowledge? Until the election of the new federal government in 2007 which resulted in a change in Australia’s political stance on climate change, failure to ratify the Kyoto Protocol sent mixed messages to business (Papadakis, 2002) and possibly to educators. These ambiguous messages interact to shape people’s beliefs and values which then directly affect how current knowledge is used (e.g. , Massarani & Castro Moreira, 2005) .  \nThe Australian Educational Researcher, Volume 36, Number 3, December 2009 •43  \nHELEN BOON  \nIn teaching environmental issues such as the greenhouse effect and ozone layer depletion it is inevitable that discussions about individual response will arise from students; these discussions might be value laden. Climate politics are among the most controversial on the international arena, as evidenced by debates surrounding ratification of the Kyoto protocol. Climate change involves issues ranging from burden-sharing between countries with widely differing economic vulnerabilities and adaptabilities to climate change, to choices made by individuals about everyday energy consumption, power use and transportation. Asking governments and consumers to make major sacrifices to benefit future generations is not just a problem requiring extreme altruism – it could also be expensive. The dilemma facing educators must be, then, how to ensure they educate their students so they are scientifically literate without compromising their personal and political views.  \nMuch has been written world-wide (see for example Ryder, 2001) and in Australia about scientific literacy and its importance for the informed participation of citizens (Tytler, 2007) . However, based on findings reported here, this article contends that climate change understanding, a pressing environmental issue and scientific literacy concept, needs elaboration in regional Australians classrooms and greater emphasis in syllabus documents.  \nBoyes 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","cbCaieridcBjBhTQ","https://ap.wps.com/l/cbCaieridcBjBhTQ","pdf",183632,23,"English","# Abstract\n# Methodology and Data\n## Comparative design with 1991 UK study\n## Structural Equation Model (SEM)\n# Results and Interpretation\n## Low scientific literacy in 2007\n## Sociocultural influences and practice implications\n# Climate Policy Context and Educational Challenge\n## Kyoto Protocol and public indifference\n## Role of educators and curriculum emphasis","[{\"question\":\"What student knowledge areas does the study examine?\",\"answer\":\"The study assesses students’ understanding of the greenhouse effect, ozone depletion, and climate change, including how they explain related phenomena and where they get information.\"},{\"question\":\"How is the comparison made with the earlier study?\",\"answer\":\"Results from regional Australian students are compared with a parallel study conducted in 1991 in a regional UK city to evaluate whether awareness and understanding improved over about 16 years.\"},{\"question\":\"What do the results indicate about scientific literacy?\",\"answer\":\"Knowledge and understanding of these scientific literacy issues remain unacceptably low in 2007, with similarities observed between the two groups.\"},{\"question\":\"Why does the paper discuss climate politics and the Kyoto Protocol?\",\"answer\":\"It frames educational challenges by describing how public and political messages around climate mitigation, ratification, and curriculum inclusion can shape beliefs, values, and how knowledge is applied.\"}]","Climate Change Education and Scientific Literacy in Regional Australia - Research Article | PDF",1792077291,58]