Learning Science and Mathematics (LSM) Journal Vol.1, Issue 17, pp 65-78
Knowledge and Practice among Primary School Science Teachers on the Topic of Climate Change
Darsshni Govindarajoo & Lilia Halim
Received first draft 30th May 2022. Received reports from first and second reviewers (15 June 2022 and 6 July 2022).
Received revised draft 30 November 2022.
Accepted to publish 20 December 2022.
Abstract
Purpose and Research Question - In this study, the primary aim is to determine the level of climate change knowledge and practices on primary school Science teachers. This study mainly focused on teachers’ knowledge regarding the roots and impact of climate change.
Methodology – The survey design using a questionnaire was employed to determine the level of teachers’ knowledge and interviews were conducted to ascertain teachers’ practices. Shulman’s conception of teacher’ knowledge was used in this study. A total of 59 primary school science teachers were involved as respondents in this study.
Findings - Data were analysed using SPSS Windows version 22.0 software. The mean score is 4.16, which shows that the respondents, in general have sound climate change knowledge. Furthermore, the interview data indicated that some teachers misunderstood several scientific facts related to climate change. The interview also showed that the teachers do not teach in depth about climate change or any other sustainable topic. In-service teachers should attend more workshops and courses on climate change.
Significance and Contribution in Line with Philosophy of LSM Journal – This study showed that attending in-service workshops and courses on climate change could help build more
understanding on the pedagogy of climate change and increase awareness on the profound impact of teaching climate change at an early age, specifically in primary schools.
Keywords: Climate change; Climate change causes; and effects; Teachers’ knowledge; Teachers’ practice
© 2022 SEAMEO RECSAM LSM Journal
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