Abstract
The position of universities is of great importance in climate change education (CCE) if the scientific, environmental, social, and political challenges the world confronts are to be met. It is, therefore, crucial to comprehend the CCE being engaged in globally by higher education institutions (HEIs). It is also important to discover and analyze the ways that HEIs can better address this challenge. Consistent with the requirements of research, this study offers an analysis of climate change awareness-raising of preservice teachers (PSTs) in a university science classroom with a flipped class intervention. A total of 109 students participated in this research: 55 students in the control group (Group 1) and 54 students in the experimental group (Group 2). A questionnaire was used to detect any significant difference in the students’ awareness of climate change for the two groups and before and after course completion. The analyzed results exposed the improved awareness of climate change in PSTs after a flipped class intervention, and, therefore, PSTs were more willing to engage in climate change teaching. Hence, the results of this study will contribute significantly to reducing existing drawbacks, which will be vital to comprehend the professional teaching developments of preservice teachers. Thus, this research can offer various instances of clarifying how climate change education may be placed in a higher science education context with certain adaptations.
Highlights
For over a decade, the Education for Sustainable Development (ESD) program of the United Nations Educational, Scientific, and Cultural Organization (UNESCO) and the United Nations (UN) have played prominent roles in promoting sustainable education [1,2,3]
The objective of this paper is to examine the raising of climate change awareness of preservice teachers (PSTs) in a university science classroom with active and flipped learning environments
The mean values were compared by means of the t-test, and when significant differences were found, the size of the effect was calculated (Cohen’s d) [61]
Summary
The Education for Sustainable Development (ESD) program of the United Nations Educational, Scientific, and Cultural Organization (UNESCO) and the United Nations (UN) have played prominent roles in promoting sustainable education [1,2,3] In this context, universities and higher education institutions (HEIs) are of great importance in climate change education (CCE) [4,5,6,7]. The flipped classroom, as an active instruction methodology, can be an alternative instruction method to endorse the concept and contents of climate change in university science education [8,13,14]. In the context of climate change education, at the university level, student awareness has been aided by applying flipped-classroom intervention-based instruction methodology [21]. Numerous studies have shown that it is necessary to further research the appropriate awareness-raising of students of climate change in the context of university education by means of innovative exercises as class activities [22,23]
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