Research article | Open Access
Journal of Educational Studies in Science and Mathematics 2022, Vol. 1(1) 18-40
Middle School Students Perceptions of the Greenhouse Effect, Global Warming, and Climate Change
pp. 18 - 40 | DOI: https://doi.org/10.29329/jessm.2022.498.2
Publish Date: December 29, 2022 | Single/Total View: 153/889 | Single/Total Download: 235/1.367
Abstract
The greenhouse effect, global warming, and climate change are undoubtedly the biggest environmental problems of our age. It is important to examine the students' perspectives and perceptions towards these important environmental problems in depth. The aim of the study was to examine the perceptions of middle school students about the greenhouse effect, global warming, and climate change. A total of 31, 8th-grade students selected by convenience sampling method participated in this study. The phenomenology model, one of the qualitative research designs, was used in the research. The data was collected through semi-structured interviews. The students have perceived that the climates change due to various environmental events and the change of seasons. In addition, they put forward the causes of the greenhouse effect and global warming and various measures that can be taken against them.
Keywords: Climate Change, Global Warming, Greenhouse Effect, Middle School Students
APA 7th edition
Nisanci, S., & Onder, E.Y. (2022). Middle School Students Perceptions of the Greenhouse Effect, Global Warming, and Climate Change. Journal of Educational Studies in Science and Mathematics, 1(1), 18-40. https://doi.org/10.29329/jessm.2022.498.2
Harvard
Nisanci, S. and Onder, E. (2022). Middle School Students Perceptions of the Greenhouse Effect, Global Warming, and Climate Change. Journal of Educational Studies in Science and Mathematics, 1(1), pp. 18-40.
Chicago 16th edition
Nisanci, Sevdenur and Eylem Yalcinkaya Onder (2022). "Middle School Students Perceptions of the Greenhouse Effect, Global Warming, and Climate Change". Journal of Educational Studies in Science and Mathematics 1 (1):18-40. https://doi.org/10.29329/jessm.2022.498.2
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