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Climate Change Awareness and Education Paul Carr Supervisors TCD/ UCD: Dr. Conor Buggy, Dr. Gayle McGlynn Supervisor DUCE: Dr. Emiliana Mwita Additional Researcher: Yunwen Bao Research Aims & Objectives 5 year climate change awareness and education project. Stage 1: Student and Lecturers in teacher trainer college (DUCE) - 2014 Stage 2: Students and teachers in a DUCE affiliated secondary school - 2015 Aim: Identify the current level of understanding of climate change Identify the strengths and weaknesses of current climate change education Objective: Inform the creation of a future education package for DUCE students on CC Can be used as ‘pre-implementation’ data and compared with ‘postimplementation’ data in future. May be relevant in other sub-Saharan African countries Research Question What is the level of awareness of climate change among secondary school students in a developing nation urban school? Sub Questions: What are students’ current misconceptions about climate change? What are students’ personal views and attitudes towards climate change? How/ Where do students currently get information about climate change? How is climate change taught in the classroom? Participants’ Profile Male Female 148 136 Climate Change Knowledge Cutting down trees causes climate change – 90% correct Students identified correctly the effects of climate change on weather (85%), flooding and droughts (73%) and the spread of disease (74%) Climate means average weather – 30% correct Damage to the ozone layer causes climate change – 90% incorrect Burning fossil fuels causes climate change – 45% correct Attitudes towards Climate Change (%) Agree Neutral Disagree It is already too late to do anything about climate change 10 18 72 All countries should help each other to stop climate change 89 7 4 The Tanzanian government should do more to stop climate change 90 6 4 I want to learn more about climate change at school 87 11 2 Humans have a big effect on climate change 87 8 5 Sources of Climate Change Information (n=276) Teacher Interviews Personal views on climate change education and teaching All agreed teaching about climate change is crucial in schools. Syllabus and teaching materials are inadequate and outdated. “The content, especially in ordinary level, is very shallow.” Some Geography teachers do not teach about climate change, despite the topic being part of the syllabus “No, I don’t teach about climate change… Nowadays there is no topic of climate change (in geography)… It depends if the teacher is educated on the topic if they will teach it.” Lesson development, teaching methods, books and additional materials that teachers use varied widely and is very teacher centric. “I never depend on the syllabus to guide the content of the class. I depend on my own knowledge” Conclusions & Recommendations Strengths: Regionally relevant, non-scientific knowledge – Extreme weather, deforestation, industry, spread of disease Weaknesses: Scientific knowledge – GHGs, acid rain, ozone layer, climate & weather, fossil fuels Gender? Positive outlook with sense of agency Context of Tanzanian education system – capacity, attendance, materials, teacher training, language Context of a broader system of information dissemination in urban environment “what it is that each individual has reason to value” (Unterhalter, 2005, p28)