Abstract
Climate change is a serious problem the world is facing, and dissemination must be a priority among educational institutions. Recent studies showed that K-12 teachers avoid teaching climate change because they are uncomfortable with the subject or do not see its relevance to their curriculum. This study was focused on finding out the awareness level of science and non-science teachers about climate change, particularly those who teach at the secondary school level. While non-science instructors were chosen using a random sample approach, science professors were chosen using purposive homogeneous sampling method. The researchers collected quantitative data and analyzed the level awareness of climate change among science and non-science teachers using the Awareness Assessment on Climate Change or AACC, a locally modified questionnaire validated by experts in the field. After gathering data, analysis reveals that there is no significant difference in climate change awareness among science and non-science teachers. Nonetheless, the statistics are still useful to continue assessing and improving the awareness of teachers of the previously mentioned problem. An instructional brochure including truthful and realistic information concerning climate change was created.
Presenters
Daisy TagufaAssociate Professor, Meneses Campus, Bulacan State University, Bulacan, Philippines
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
CLIMATE CHANGE AWARENESS; SCIENCE; NON-SCIENCE; EDUCATION; ASSESSMENT
