1. Student Awareness on Global Warming Tina Tsantakis Education 703.22 Spring 2009 Dr. O’Connor - Petruso

2. Table of Contents Abstract Introduction Statement of the Problem Review of Related Literature Statement of the Hypothesis Methods Participants Instruments Experimental/Research Design Procedure Results Discussion Implications

3. Abstract The purpose of this study was to identify how much awareness children have on global warming. This study investigated two different age groups, ages 7-10 years old and 13-16 years old. This study utilized the results from KWL charts, pre-tests- post-tests and student surveys. Based on the findings in this action research paper, it is evident that children from different age groups have a moderate amount of awareness on global warming and do care about this problem. The research shows that children do care about what’s going on around them and can help make a difference and do care to change things for the better.

4. Introduction Global warming is the increase in the average temperature of the Earth ’ s surface. The increasing global temperature is causing sea levels to rise, glaciers are melting and an increase with intense weather extremes. Further impact to our planet awaits us if we don ’ t act fast. Let ’ s reach out to our children to help save our planet.

5. Statement of the Problem The purpose of this study is to investigate student awareness on global warming and to find out how much knowledge children have on global warming. Every year our earth is being effected by global warming and is creating a dangerous future for our children. Studies show that children have some awareness but do very little to help the earth. Implementing a recycling program in classrooms are very useful tools that will help children become more aware and caring for the Earth.

6. Review of Related Literature Noam Chomsky believes global warming is a major issue and that it’s being ignored. Chomsky explains that Bush’s administration pushes aside scientific inquiry on global warming. He believes that we can possibly face catastrophic damage if global warming issues continue to be ignored. Chomsky emphasizes that the government needs to take action and acknowledge the potential harm that is facing us. Chomsky, N. (2005.) Intelligent design? Khaleej Times. Retrieved October 5, 2008, from http://www.chomsky.info/articles/20051006.htm http://www.chomsky.info/articles/20051006.htm Jean Piaget was a famous natural scientist and philosopher well known for his studies with children. His theory was based on cognitive development. The constructivist theory is based on knowing and developing. Piaget supports my thesis topic because he was known to be one of the greatest natural scientists and had strong beliefs in trying to build knowledge on important topics and to develop and investigate issues.

7. Literature Review Saunders, M. A (1999) and Vega, M. A (2005). Saunders and Al Gore are researchers that are very interested with saving our planet. Al Gore created a campaign to raise awareness and to address global warming issues. Saunders and Al Gore are concerned about the climate change, rising levels of carbon dioxide in the atmosphere and the rising sea level. They both agree that greenhouse gases are due to human activities and has started effecting the earth since the 1700’s. Burning forests down, fossil fuels burning, decaying rubbish are all enhancing the greenhouse gases. As a result, we have seen dramatic changes in global temperature, precipitation, sea level and weather extremes. Saunders, M. A. (1999). Earth’s future climate. Philosophical Transactions: Mathematical, Physical and Engineering Sciences, (357)1763, 3459-3480. Vega, M. C. (2005). Warning from Gore on future S.F. speech focuses on global warming. Retrieved October 5, 2008, from http://www.sfgate.com/cgibin/article.cgi?f=/c/a/2005/06/05/BAGROD3V5O1.DTL&ty pe=printable

8. Literature Review Cleaver (2007), Oluk S. & Ozalp I. (2007)and Mason, Lucia, Santi, Marina. (Feb 1998) believe that global environmental problems should be implemented into the the curriculum and will increase student knowledge on global warming and will make children more caring for the earth. Children in today’s world are spending much more time indoors than outdoors. When students are in class, usually they are not learning about the environment. When the children are at home, usually they watch TV, finish homework, play video games or use the computer. Environmental responsiveness is a major component in environmental education and there are ways to build children’s knowledge on global warming and green house effects. (Mason, Lucia, Santi, Marina., Feb 1998) and (Cleaver, 2007) Cleaver, S. (2007). Classrooms are going green: How green classrooms are reconnecting kids with nature. Instructor, (3)117, 20-24. Mason, Lucia, Santi, Marina. (Feb 1998) Discussing the Greenhouse Effect: Children's Collaborative Discourse Reasoning and Conceptual Change. Environmental Education Research, Vol. 4, No. 1, pp 67-85. Oluk, S., & Ozalp, I. (2007). The teaching of global environmental problems according to the constructivist approach: As a focal point of the problem and the availability of concept cartoons. Educational Sciences: Theory & Practice, (7)2, 881-896.

9. Literature Review Jeronen E., Kaikkonen M. (2002) and Malkus, A., Musser L. (1997) examine relationships between children’s environmental concern. These researchers believe that children have some awareness on global warming, but need to build more knowledge on prevention. Malkus, A., & Musser, L. (1997) found that younger children were more concerned with the environment then older children. The children who are concerned with the environment are looking to help save their planet and make their parents aware as well. Jeronen, E., & Kaikkonen, M. (2002, October). Thoughts of Children and Adults about the Environment and Environmental Education. International Research in Geographical & Environmental Education, 11(4), 341-353. Retrieved November 20, 2008, from AcaSearch Premier database. Malkus, A., & Musser, L. (1997, April 1). Environmental Concern in School-Age Children. (ERIC Document Reproduction Service No. ED407099) Retrieved November 20, 2008, from ERIC database.

10. Literature Review Adler, H. J. (1992), and Cherif, A. (1995) believe educators should design new strategies to incorporate a range of options that include teaching recycling and waste management in schools to ensure recycling behavior and more participation in waste management. Both researchers agree that more education will make the difference and that recycling should be a part of the school curriculum. Cherif (1995) article lists major objectives in teaching recycling. Adler, H. J. (1992). Little green lies. The environmental miseducation of America’s children. Policy Review, 61, 18-26. Cherif, A. (1995, January 1). Toward a Rationale for Recycling in Schools. Journal of Environmental Education, 26(4), 5-10. (ERIC Document Reproduction Service No. EJ546546) Retrieved December 8, 2008, from ERIC database.

11. Statement of the Hypothesis HR 1 : Implementing environmental science into the curriculum and integrating recycling programs in classrooms will increase student awareness on global warming and will therefore help save our planet. HR 2 : Not implementing environmental science into the curriculum and not integrating recycling programs into classrooms will cause further damage to our planet and will steer children away from the environmental issues that face them in the future.

12. Methods Participants - 30 students - 7-10 yrs old and 13-16 years old - 3 rd and 9 th grade level (2 classrooms) - 50 % African American, 40 % Hispanic, 10 % other Instruments - Principal & parent consent forms - KWL chart - Pre-test - Post-test - Student survey Experimental Design - Quasi Experimental Non Equivalent Control Group Design - Two groups are pre-tested (o), exposed to 3 lessons (x) and post-tested (o) - Groups are randomly assigned. - Symbolic design: O X 1 O O X 2 O Procedure -Research conducted from November 2008 to May 2009 - Principal & parent consent granted - KWL utilized to introduce topic - Pre-test to evaluate prior knowledge and awareness - Three lessons (treatment) - Post-test given after treatment - Student survey based on opinions on global warming

13. Results Pre-Test & Post Test Results For 7-10 Years Old Average Score For Each Test (7-10 Yrs Old) Pre-Test Mean=70.6 Post-Test Mean=82 There is a 12 percent increase found between both tests.

14. Pre-Test & Post Test Results For 13-16 Years Old Average Score For Each Test (13-16 Yrs Old) Pre-Test Mean=68.6 Post-Test Mean=92.5 There is approximately 24 percent increase found between both tests.

15. Correlation Graph - Pre-Test Awareness Rxy= 0.94 Strong Correlation Rubric Level 1 = 0% – 59% Level 2 = 60% - 69% Level 3 = 70% - 89% Level 4 = 90% - 100%

16. Correlation Graph - Post-Test Awareness Rxy= 0.92 Strong correlation Rubric Level 1 = 0% – 59% Level 2 = 60% - 69% Level 3 = 70% - 89% Level 4 = 90% - 100%

17. Student Survey Question #2 Recycling is useful and can help save our planet. Rubric Awareness level 4 = Very high 3 = High 2 = Low 1 = Very low

18. Results Based on the pre-test, post-test and survey, there are very strong relationships found between the two different age groups. The data also shows that the students from both age groups gained more knowledge after treatment. The bar graphs show that both age groups increased their knowledge after treatment. The scatterplots represent strong correlations between both age groups and how much awareness they have on the pre-test and post-test. The student survey was based on opinions on recycling and the outcomes were very high, which means the students from both age groups do care about recycling.

19. Discussion The results show that students from both age groups have some knowledge on global warming and indicate their concern and hope to prevent further damage to Earth. This action research report agrees with Noam Chomsky, Jean Piaget, Saunders and Vega. All of theses theorists are very concerned with global warming. The topics mentioned in their articles discuss the negative effects of fossil fuels burning and the rising sea levels. Cleaver, Oluk and Ozalp strongly believe that environmental science should be implemented into the curriculum and would further increase student awareness. We face a major problem and something can be done. Reaching out to children is a great start to helping our Earth. Further research is required and investigating other strategies similar to recycling and implementing environmental science is necessary. More time is necessary to complete research.

20. Implications ELL student may have difficulty reading KWL chart, pre-test, post-test and survey. More time is required. Further research is needed.

21. Threats to Internal Validity History – Students will be filling out one attitude survey and completing a pre-test and post-test. Possible disturbances such as firedrills, constant announcements, classroom phone ringing, ELL pull out group, other teachers entering the classroom can effect my research. Some students may not be honest on the survey or tests. Maturation – Some students are tire out quickly on tests. The survey and tests have never been administered before so therefore the students may lose interest quickly. Instrumentation – Several students have difficulty reading English. Mortality - Two students have already been discharged and one student is often absent, suspended or pulled out due to behavioral issues. Selection Maturation Interaction – The students I’m testing and surveying fall into different age groups (7-9 yrs old & 13-16 yrs old)

22. Threats to External Validity Ecological Validity – The students come from poor economic backgrounds and are low performing on standardized tests. Specificity of Variables – All variables are related to my research project. Treatment Diffusion – Students communicate with other students, parents and administrators and therefore can influence their beliefs. Reactive Arrangements/Participants Effects – People tend to change their thoughts and opinions over time especially after gaining more knowledge on a specific topic.

23. Causes of global warming Effects of global warming