Exploring French adolescents’ and adults’ comprehension of the greenhouse effect
Bibliographic Data
| ID | 12525190 |
|---|---|
| Authors | Sören Frappart (CLLE, University of Toulouse, CNRS, UT2J, France, corresponding author), Mylène Moine (CRP-CPO, E.A. 72 73, University of Picardy, Amiens, France), Saïd Jmel (DAR, University of Toulouse Jean Jaurès, France), Olga Megalakaki (0000-0002-8689-1742, CRP-CPO, E.A. 72 73, University of Picardy, Amiens, France) |
| Year | 2016 |
| Volume | 24 |
| Issue | 3 |
| Pages | 378-405 |
| Publication date | 2016-03-11 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Environmental Education Research (JOURNAL) |
| Journal identifiers | ISSN: 1350-4622 • E-ISSN: 1469-5871 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13504622.2016.1147529 |
| OpenAlex | W2346100411 |
| Language | EN |
| Citations received | 8 |
| References cited | 33 |
The aim of the present study was to gain an insight into French young people’s conceptual development regarding the greenhouse effect. Because this effect cannot be directly manipulated, we can assume that its conceptualization is mainly shaped through the sharing of information. Eighty French students from Grade Seven through to adulthood responded to statements in a questionnaire on the greenhouse effect’s causes, consequences and solutions. Unlike in previous studies, participants were asked to justify their choices, as some of the statements were quite complex. Results showed that performances improved with grade, mainly between Grade Nine and adulthood, although participants continued to have a weaker grasp of the causes of the greenhouse effect than of its consequences and solutions. Participants’ justifications also showed that they misunderstood some of the statements
Comprehension · Conceptualization · Developmental psychology · Environmental education · Greenhouse · Greenhouse gas · Pedagogy · Animal and Plant Science Education · Computer Science · Environmental Education and Sustainability · Psychology · Science Education and Pedagogy · Social Psychology · Ecology
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| Citations per year | 1.33 |
|---|---|
| Citation span | 2020 - 2025 (6) |
| Highly cited | No |