An Investigation of Students Knowledge on Climate Change in Some Selected Schools

An Investigation of Students Knowledge on Climate Change in Some Selected Schools

CHAPTER ONE

PURPOSE OF THE STUDY

The main purpose of the research is

To investigate students understanding of environmental concepts and climate change.
To find our is there are gender differences in students knowledge of climate change.
To find out is type of school (public and private) attended has any relationship with student knowledge of climate change.

CHAPTER TWO

REVIEW OF RELATED LITERATURE

Introduction

It is evident that our world today is quite changing and is different from that of the agricultural and the industrial revolution. The pressure on the environment due to climate change – higher temperature, shifting seasons, more frequent and extreme weather events such as floods and droughts, the challenge for food production becomes even more daunting. The intergovernmental panel for climate change (2007) noted that some African countries could face reduction in yield of up to 50% by 2020 if they fail to adapt to the changing climate. Some human activities as a result of search for ‘quality standard of living’ through science and technology have brought other problems on the environment. These problems, Stead, E. and Stead, G. called “the issue wheel”. Such issues include over population, greater pollution, the death and destruction caused by toxic spills and dumps, the massive deforestation of the world’s rain forests for commercial purposes, the harm caused by numerous oil spills, the destruction of wildlife habitats for human development, the release of dangerous gases (greenhouse effect) in the atmosphere such as sulfur dioxide (SO2), nitrogen oxide (NO2), methane (CH4), chloroflurocarbons (CFCs), the hydroxyl radical (OH), and carbon dioxide (CO2). Alberti (2010) pointed out that the interaction of humans and the natural environment may be creating a unique biochemistry of the environment. Rogers and Laffoley (2011) suggested changes in social, economic and environmental consequences. Science has also uncovered the subtle relationship between land and water as in the case of ‘teleconnections’ between changing land use in one place and changing precipitation patterns at great distance away. Avissar and Werth (2005) postulate that deforestation in Amazonia and Central Africa significantly reduces rainfall in the lower U.S. Midwest during critical growing seasons, while deforestation in Southeast Asia alters rainfall patterns on the Balkan Peninsula in Europe and China. Another threat is water quality and the expansion in coverage of public water supply. This is done without making adequate provision for facilities to treat the waste water produced by the new water supply infrastructure. This is leading to increased and concentrated discharge of untreated sewage from communities to waterways, wetland and coastal zones. Millennium Ecosystem Assessment (2005) point to a factor of four – to eight – fold increase in waste water loading within the next four decades over most of Africa. The FAO (2010) estimates that 85% of marine fisheries in 2008 were either fully exploited, over exploited or depleted.

CHAPTER THREE

RESEARCH METHODOLOGY

Research design

The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to investigate student knowledge on climatic change and environmental preservation in some selected schools.

Sources of data collection

Data were collected from two main sources namely:

Primary source and Secondary source

Primary source:

These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.

Secondary source:

These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.

CHAPTER FOUR

PRESENTATION ANALYSIS INTERPRETATION OF DATA

Introduction

Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

Introduction

It is important to ascertain that the objective of this study was on an investigation of student knowledge on climatic change and environmental preservation in some selected schools.

In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given.

In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of climate change and environmental preservation in some selected schools

Summary

Environmental education has a lot to play in creating awareness on climate change. In the first place it provides the human race with knowledge and understanding about the usefulness of a sustainable environment and what to do to sustain the environment in order to have a legacy for the generations yet unborn; and how to curb the problem or challenges the world is facing through the effect of climate change. It has been postulated that knowledge doubles itself in every decade and perhaps less than a decade in the 20th and 21st centuries. The schools and the related educational institutions have the responsibilities of passing on the ever-changing knowledge strides from on generation to the succeeding generations. It is not a simple task and responsibility. However, in the new global world of information and knowledge explosion, it is the responsibility of the school to provide the skills of understanding and utilization of knowledge rather than accumulation of knowledge.

Conclusion

Prevailing human activities as well as natural phenomena constitute agents of climate change and they must be controlled. This justifies the need for awareness and enlightenment on climate change and sustainable development. All countries are vulnerable to the adverse impacts of climate change; hence it is imperative to see that every individual is knowledgeable and well informed. Questions about global warming, unstable weather, and climate crisis should be asked and solutions sought. Awareness on climate change among all and sundry is pertinent and education is an essential component and catalyst for responding to global climate in its efficacy to raise awareness and promote knowledge and skills development on climate issues and related concepts.

Recommendations

Governments should take action at regional, national, and local levels, including:

Translating international agreements into domestic policy – Multidisciplinary model curriculum (infusion) may be appropriate for primary and junior secondary school (Basic Education) as it is presently practiced. There is need for curricula review to accommodate frontline environmental issues and problems with adequate textual materials and environmental education resources to enhance meaningful learning and teaching. The onus is on the Curriculum Development Centre (CDC) of the Nigerian Educational Research and Development Council (NERDC) to as a matter of urgency include topics on climate change and sustainable development in the Basic and Secondary School syllabi in relevant disciplines.

Reference

Intergovernmental Panel on Climate Change, Climate Change: The physical science basis- Fourth Assessment Report (IPCC, Geneva,2007), accessed 11 March 2012.
UNESCO, Climate Change and Environmental Education, written by Selim Iltus.( New York. UNESCO, 2012).
Adeyinka, A. A. , Major Trends in Curriculum Development in Nigeria , Ilorin Journal of Education, Vol. 8, Sept 1988. 9-19.
Okobiah O. S., Curriculum and Global Challenge, A keynote Address delivered at the 22nd Annual conference of the Curriculum Organization of Nigeria at the Delta State College of Education, Agbor, in September, 2009.
UNESCO, Education for all by 2015: Will we make it? ( Paris. UNESCO, 2007).
UNESCO, The Dakar framework for action education for all: meeting our collective commitments.(Darka: UNESCO, 2000).
Anyadike R.N.C, Climate Change and Sustainable Development in Nigeria: Conceptual and Empirical Issues; Enugu: African Institute for Applied Economics, 2009).
UNFCCC, United Nations Framework Convention on Climate Change. The First Ten Years. (Produced by the Information Services of the UNFCCC secretariat. Halesworth: Technographic Design and Print Ltd, 2004).
Wikipedia free encyclopedia (2011). Downloaded from the internet -20-04-
Shrivastava, K.K., Environmental Education: Principles, Concepts and Management, (Kanishka Publishers, Distributors, New Delhi, 2006).
Apel,H. and Comazi, A.,Adult Environmental Education: A handbook on Context and Methods. Institute for International Cooperation of the German Adult Education Association; German, DVV, NO.47, 1999).

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