How Well Do German A-Level Students Understand the Scientific Underpinnings of Climate Change?

Thomas Schubatzky (), Rainer Wackermann, Claudia Haagen-Schützenhöfer and Carina Wöhlke
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Thomas Schubatzky: Department of Subject-Specific Education and Institute for Experimental Physics, University of Innsbruck, 6020 Innsbruck, Austria
Rainer Wackermann: Institute for Physics, Ruhr-University Bochum, 44780 Bochum, Germany
Claudia Haagen-Schützenhöfer: Institute for Physics, University of Graz, 8010 Graz, Austria
Carina Wöhlke: Institute for Physics, Ruhr-University Bochum, 44780 Bochum, Germany

Sustainability, 2024, vol. 16, issue 17, 1-22

Abstract: Understanding the scientific underpinnings of climate change is crucial for informed citizenship and future decision-making. This study investigates the understanding of the scientific underpinnings of climate change among German A-level students, focusing on key content areas such as the atmosphere, the greenhouse effect, the carbon cycle, and the distinction between weather and climate. Using a validated climate change concept inventory (CCCI-422), we assessed 501 students from five urban secondary schools in North Rhine-Westphalia. Results indicate that students correctly answered on average 39% of the questions correctly, revealing significant knowledge gaps, particularly in areas like the greenhouse effect and atmospheric composition. We also identified several overarching ideas that many students demonstrate. This study underscores the importance of integrating comprehensive climate science education into national curricula and classroom instruction to foster scientifically literate future generations capable of addressing the global climate crisis.

Keywords: climate change education; misconceptions; climate science literacy; A-level students; greenhouse effect; climate change concept inventory; climate literacy (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
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