Evaluation of teaching intervention on student perceptions of environment

Abstract

Students are exposed to scientific principles such climate change and sustainability during a typical general education environmental science course.  The purpose of this research is to examine the change in student perceptions of climate change, ozone depletion, and sustainability following a pedagogical intervention. There were 20 students in the 2016 study, each of whom took a pre- and post-class survey, completed an interview, and participated in a targeted intervention regarding climate change.  Student interviews were scored based on declared confidence.  When asked about climate change, students reported that they were 68% confident in their understanding (mode =50%). Student confidence in their understanding of ozone depletion was 62% (mode = 50%). Student confidence in their understanding of sustainability was 66% (mode = 75%). Students were asked how often family and friends influenced their understanding of environmental issues. Interestingly, 50% of respondents indicated that there was no influence of friends/family, and 50% said there was an influence of friends/family on their perceptions. When asked about their influence from television, 55% of students indicated that television or news sources shaped their view on environmental issues.  Less than half of the students (48%) claimed to be influenced by social media. A comparison of pre- and post-survey data indicate that student confidence increases following the intervention (p <0.05).  In conclusion, student perceptions of climate change, ozone depletion, and sustainability can be addressed using an intervention, but care must be taken to continually reinforce correct perceptions. WVWC IRB Approval # WVWC 2017-005.