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Role of extra-curricular activities in
improving climate friendly attitudes and
behaviors: A case study
Prof. Dr. Ali Yıldırım, Assoc. Dr. Hanife Akar,
Res. Asst.Ozlem Fatma Yıldırım,
Middle East Technical University, Turkey
Presenting Author: Yıldırım, Ozlem Fatma; Akar, Hanife
INDEX
1.
2.
3.
4.
5.
6.
Introduction
1.1. Research Questions
1.2. Purpose and Significance of the Study
Literature Review
2.1. Climate Change
2.2. Student Perceptions on Climate Change
2.3. Teacher Perceptions on Climate Change
2.4. Climate Change Education in Turkey
Method
3.1. Research Design
3.2. Instruments
3.3. Trustworthiness
3.4. Data Analysis
3.5. Limitations of the Study
Results
Discussion and Conclusion
References
1. INTRODUCTION
•
a vital scientific and environmental problem: climate change (Solomon et al. 2007)
•
United Nations Development Programme (UNDP) - climate change is not happening only due
to natural effects but also due to the human activities.
•
Changes in climate is now observable that there is an increase of the average global air and
ocean temperature, melting of ice has become wide-spread and the average sea level has
raised worldwide (Intergovernmental Panel on Climate Change [IPCC], 2007a).
•
Therefore, as science education aims to support a citizenry that has knowledge about global
warming and climate change issues, students’ conceptions about global warming and climate
change issues should be determined (Osborne&Freyberg 1985) to plan a curriculum
constructed over students’ concepts (Driver et al. 1994) because their misconceptions or
alternative conceptions cause challenge for content understanding (Lester et al. 2006;
Andersson&Wallin 2000).
1.2. Purpose and Significance of the Study
 A global treat: climate change
 to cope with this problem educating people are essential to make them aware of the problems
and the actions they can take
 literature: that most of the studies have been done about the perceptions and attitudes of
students about climate change issues
 current Turkish curricula: climate change given as a subtopic within the scope of a unit
objectives indirectly related to the issue
This study aims to evaluate a case at a private school, the METU Foundation School,
which is a participant of an international EU founded project, CLIMES. This study will evaluate
the extra-curricular activities the METU-DFHS have and their effectiveness that whether there has
been a change in students’ knowledge, attitudes and behaviors after being subjected to these
activities.
1.1. Research Questions
In this study, a case will be evaluated in order to determine the role of extra-curricular activities in
creating climate friendly attitudes and behaviors. Here are the research questions guiding this
study:
•
What are students’ and teachers’ perceptions toward curricular and extra-curricular activities
regarding climate change, climate change adaptation and mitigation?
•
What kind of learning process takes place when extra-curricular activities on climate change
are carried out?
•
What impact do extra-curricular activities on climate change have on students’ knowledge,
behaviors and attitudes regarding climate change, climate change adaptation and mitigation?
2. LITERATURE REVIEW
2.1. Climate Change
 a vital and environmental problem: Climate Change (Solomon et al., 2007)
 observable changes such as an increase in the average global air and ocean temperature,
melting of ice, increase in the average sea-level (IPCC, 2007)
 Global warming is inevitable and that human activities are likely to be the main cause (IPCC,
2007). As human activities continue to add greenhouse gases to the atmosphore, global
tempratures are expected to rise, causing a change in the global climate.
 most of the observed global warming over the past fifty years evidently derived from human
activities (UNEP/UNFCCC, 2002).
2.2. Student Perceptions on Climate Change
Many studies examined perceptions of the elementary (Francis, Boyes, Qualter, & Stanisstreet,
1993, Shepardson,2009) and secondary school (Boyes, Chuckran, & Stanisstreet, 1993; Boyes & Stanisstreet,
1993; Boyes, Stanisstreet, & Yongling, 2008; Daniel, Stanisstreet, & Boyes, 2004) students.

Gowda and his colleagues found that students have common misconceptions such as confusion of weather
and climate (1997).

misconceptions or alternative conceptions cause challenge for content understanding (Lester et al. 2006;
Andersson&Wallin 2000).

In a descriptive study investigating seventh grade students’ conceptions of global warming and climate
change findings revealed that the students don’t have a rich conceptualization of the issue; especially they
could not explain the greenhouse effect and its connection to global warming (Shepardson et. al. 2009).

Choi et al. (2010) conducted a study examining 17 studies about students’ misconceptions of climate
change and they summarized the findings as students have problems with defining types of radiation and
greenhouse gases. The students also lacked differentiating between climate and weather.

Similarly, in another study examining Greek secondary school students’ beliefs in climate change, Liarakou
and his colleagues (2011) investigated that students have clear ideas about the impacts of climate change;
although, they are not aware of the solutions and causes.
2.3. Teacher Perceptions on Climate Change
 Chemistry teachers’ views on teaching climate change were examined as a case study through
interviews (Feierabend, Jokmin, & Eilks, 2010). Teachers were asked where this topic should
be placed within the curriculum, how much time we should dedicate for this topic, and the
content of lessons related to climate change within chemistry education. Findings showed
that, nearly all of the teachers said that climate change is part of their current curriculum and
it should be within the formal education. However, there was not any consensus about
allocation of the topic of climate change that is whether it should be a part of different
subjects or chemistry and the required time dedicated for this topic.
 Oluk and Oluk analyzed the perceptions of college students on greenhouse effect, global
warming and climate change (2007). Findings revealed that 50% of the students have
misconceptions about climate issues. Also, they don’t have enough information to explain the
relations between the terms of climate change issues.
 Similarly, a study’s findings showed that many of the college students have no idea about
greenhouse effect and ozone layer or they have misconceptions (Bahar, 2000).
2.4. Climate Change Education in Turkey
When the literature is searched, it can be seen that most of the studies conducted in
Turkey is about perceptions or attitudes towards environmental problems, particularly climate
change (Hacıemmioğlu, Alp, & Ertepınar, 2006; Ekici, 2005; Özmen, Çetinkaya, & Nehir, 2005).
•
In a study elementary students’ attitudes towards environment is analyzed (Gökçe, Kaya,
Aktay,& Özden, 2007). The importance of environment education is highlighted and findings
showed that there is a significant difference between male and female students’ attitude
towards environments in favor of females. There is a negative correlation between students’
economic background and their attitudes likely because of their consumption habits.
•
Gökçe and Kaya examined the Turkish Geography Curriculum in terms of how much
emphasize is given to climate change in the objectives and activities. Analysis results showed
that more objectives related to climate change were determined in the 9th and 11th grades.
The topics of “Environment and Society”, “Natural Systems” and “Spatial Synthesis: Turkey”
covers the objectives related to climate change.
3. METHOD
3.1. Research Design
When the literature is searched, many studies have been conducted about perceptions of students,
pre-service teachers, and teachers about climate change issues; however, less studies have done to
raise the awareness about it among the participants. Also, when the Turkish secondary school
curricula are examined, climate change issues are not included as a main unit or even topic in any
course that climate change and/or related issues are given as a subtopic within the scope of units.
Thus, this study aims to evaluate a case which is how a private school deals with climate change
and related issues through extra-curricular activities and enhance the literature providing a
baseline for including climate change issues into formal curricula by evaluating a case.
3.2. Instruments
In order to collect data, qualitative data collection instruments namely, CLIMES
questionnaire, pre-interviews, reflective interviews, final interviews, and observations will be
used.
Content of the Instruments:
•
Document Analysis Form
It is used at the beginning of the study to examine current Turkish curricula that how climate
change issues are dealt with.
•
Reflective Interviews for Student
These interviews will be used during the study and aim to get feedbacks about process including
CLIMES Activities, carbon footprints calculation, etc.
•
Reflective Interviews for Teachers
These interviews will be used during the study and aim to get feedbacks about process including
CLIMES Activities, carbon footprints calculation, etc.
•
Observations
Observations will be made to get idea about the process and will include aim of climate change
activity, duration of the activity, content of the activity, reactions of the students, etc.
•
Final Student Interviews
These interviews will be made at the end of the study and aim to get an understanding of what has
changed on students’ perceptions on climate change issues after being subjected to the study.
•
Final Teacher Interviews
These interviews will be made at the end of the study and aim to get an understanding of what has
changed on how they deal with climate change issues within the scope of their courses after being
subjected to the study.
Time Line
Time line of the study is given below.
Development of the
October
December
November
January
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*
*
*
February
March
April
May
*
*
*
*
*
*
June
July
August
instruments
Piloting
Student & Teacher
*
Reflective
Interviews
Observation
Student & Teacher
*
*
Final Interviews
Transcoding
*
*
*
Data Analysis
*
*
*
Reporting
*
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Data Collection
Data collection process of the study is given below.
Before Study
During Study
After Study


Reflective
Interviews
Observations

Interviews
Reflective
Interviews
Observations

Interviews
Teachers
CLIMES
Questionnaire


Students
CLIMES
Questionnaire


3.3. Trustworthiness
Due to the fact that a qualitative research is somehow affected by the researcher itself in both
collection and interpretation of the data, an important consideration is researcher bias. To overcome this
problem using a variety of instruments to collect data, checking for the consistency between the
responses of the informant’s to the same thing, member checking, external audit, a well description of the
case, and interviewing participant and observing the case more than once should be considered. For the
reliability of the instruments used in the study, correlations between observers can be checked.
3.4. Data Analysis
Here are the steps to be followed in the data analysis of this study:
•
Preparing data
•
Critical reading of transcriptions and field notes
•
Identifying meaningful segments & assigning conceptual labels
•
Generating themes
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Organizing data by themes & labels
•
Developing & testing understandings
•
Looking for alternative explanations
•
Writing the report
3.5. Limitations of the Study
This study is a case study providing a deep understanding of a specific situation;
however, population of the study is limited to only the member of Green Team Student Club and
its teacher. These members are willing to take actions on climate change; thus, evaluating also
other students’ and teachers’ may give deeper understanding of the case more generalizability.
4. RESULTS
Results of CLIMES questionnaire and pre-interviews
•
According to the results of CLIMES questionnaire and pre-interviews, students know some
concepts about climate change terms but some of them are including misconceptions on
causes and results of climate change.
•
As students claimed they learn climate change terms from textbooks and teachers. Also, they
learn something from media.
•
More than half of the students believe that saving energy and water helps to prevent climate
change.
•
More than half of the students claimed the need for a detailed information in the curricula.
•
Teachers stated that there is not enough information in the curricula that they just mainly
cover «global warming».
•
Also, they highlighted that the students who somehow have been informed about climate
change are more aware of the importance of the issue.
Results of student reflective interviews
 Students claimed that with these extra-curricular activities
•
they learn new concepts about climate change
•
their awareness increases
•
they can take actions on climate change.
 Also, they stated that they like group works because they enjoy more, have the chance to
discuss different ideas, and it increases creativeness.
Results of teacher reflective interviews
 The teacher claimed that these extra-curricular activities helped students increase their
knowledge and awareness on climate change that they feel more responsible for taking actions
for mitigation and adaptation to climate change now.
 Students like working in groups and this give them the opportunity for sharing and discussing
their ideas.
•
creative work
•
research and communication skills
•
organization of new knowledge
 Beside these, students were willing to raise awareness among other people that they prepared
posters and fact sheets on climate change issues and visited other student clubs to inform
them about what they are doing and what others can do.
Observation Results

During 12 weeks

The club sessions were held in physics class of the school and the seminars were held in the library
of the school. The physics class was large enough to take all the students, there were seats for each
student. Also, there was a projection machine and a whiteboard. Laptop was brought by the teacher.
The library was large enough that all the participants to the seminars had a seat. There was a
projection machine, a laptop, and a whiteboard in the library.

students voluntarily worked on the activities and they were interested in the topics.

Also, they were willing to take actions and to inform others on climate change.

During the activities, they discussed and shared their ideas; a decision making process was followed.
This made the students develop their communication skills.

In addition, they searched for information and learned how to organize it leading development of
their research skills.
 During the activities that students liked the ones in which they can actively participate,
particularly in seminars.
 One more point observed was students had lack of knowledge on climate change issues that
before these activities, they did not know some concepts about climate change such as climate
change mitigation and adaptation, Kyoto Protocol, carbon footprint, and so on. They claimed
that in the formal curriculum only global warming, melting of ice in the poles, and ozone
layer depletion are highlighted in this respect.
Results of Final Student Interviews
 Students learned new concepts and now they are more conscious about climate change.
 They claimed that, they are aware that informing other people about how climate change
affects the Earth and what can be done in this respect is also so important.
 In addition, two of the students stated that climate change is not emphasized adequately in the
formal curriculum; with these extra-curricular activities they learned what climate change is,
what its causes and consequences are, and also what possible actions people must take.
 All of the students highlighted the effectiveness of extra-curricular activities on their
knowledge, skills, and attitudes toward climate change. Additionally, all of them said that
especially calculation carbon footprints of the school, including data collection process, was
so interesting and useful for them that now they are more aware of the things they do to
reduce their carbon footprints such as turning off the lights, switching off electronic devices,
water consumption, etc.
Results of Final Teacher Interviews
 As the teacher claimed, these extra-curricular activities helped students increase knowledge
and awareness on climate change.
 She said that the students are now more careful about energy and water usage.
 Also, they are willing to raise awareness among other people linking student works on this
such as preparing poster on climate change for school’s noticeboards and visiting other
student clubs to inform them about what they are doing as Green Team members and what
others can do regarding climate change.
 She determined that these activities should also be implemented as a part of formal
curriculum because although climate change is one of the most important problems of today’s
world and it is getting worse, the issue is limited to global warming, a thick description of
climate change, and carbon cycle in the formal curricula. She suggested that climate change
and climate change mitigation & adaptation can be taught in biology, geography, physics, and
chemistry courses because the issue has an interdisciplinary structure. Thus, all teachers
should work together to adapt climate change issues into formal curriculum or developing a
curriculum for climate change can be a way, too.
 She also mentioned about the drawbacks she met during the implementation of the activities
that it would be hard to find activities which encourage students for participation and affect
their knowledge, attitude, and skills on climate change if CLIMES activities didn’t guide her.
As she said sometimes she had difficulties while trying to include all the students into the
activity because sometimes they had exams and wanted to study for the exams. Thus, she
claimed that because these activities were implemented within the scope of club hours as
extra-curricular activity sometimes it was hard to motivate them to work actively in the club
hours; although, all members voluntarily participated in the class. Also, only a small amount
of students are being informed; however, whole school including all students, teachers, school
managers, and workers should also be informed and be a part of these activities.
5. DISCUSSION & CONCLUSION
 We found that students have lack of knowledge on climate change that they do not aware of
some concepts such as climate change mitigation and adaptation. Most of them were confused
about global warming and climate change that about 90 percent of the students listed harmful
gasses as causing climate change and more than half of the students listed global warming. In
this respect, our findings are matched with the literature. In a study examining Greek
secondary school students’ beliefs in climate change, Liarakou and his colleagues (2011)
investigated that students have clear ideas about the impacts of climate change; although, they
are not aware of the solutions and causes. They also found a consistent result with the
literature that students have a common misconception which is they relate the greenhouse
effect to the ozone layer depletion.
 Findings on attitudes of students toward climate change issues revealed that students showed
positive attitudes toward activities that they voluntarily work on the activities and tried to
raise awareness among their friends by preparing posters and presentations for other student
clubs. As İleri (1998) stated in his study, the main aim of environment education is making
people aware of the environmental problems and encouraging them develop positive attitudes
toward taking actions on the problems. Similarly, Çakci and Oğuz (2010) claimed that
students have knowledge on environment; however, this knowledge is not adequate to develop
attitudes and behaviors on environment.
 This study aimed to evaluate a case to see the effectiveness of extra-curricular activities on
climate change regarding students’ knowledge, attitudes and actions. Findings revealed that
these activities helped students in this respect. However, where to put climate change issues in
the formal curriculum and how to deal with drawbacks during implementation of these
activities. The teacher of the Green Team Student Club claimed that climate change issues and
related activities should not be limited to just a unit because to raise awareness and to
encourage students to take actions require time and organization of learning environment and
teaching materials. These findings are in congruence with Ünal’s (2010) study. In her study
she emphasized the importance of restructuring curricula, reorganizing learning environment
and timing.
 Although there are some studies regarding climate change and climate change education,
there is still a need for further studies to where climate change fits within the school and how
we are ready to include it into the curriculum. This study contributed to the literature on
climate change and climate change education by examining a case to see what can be done in
this respect. As a suggestion, more theoretical information and activities on climate change
issues should be included into the curricula. Also, learning environment and teaching
materials on climate change should be organized in this respect. Future studies can be done
these issues.
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