Does Climate Change Education Result to Less Carbon?
Main Article Content
Keywords
carbon footprint, climate change education, parents' educational attainment, household income, levels of urbanization, education
Abstract
This study aimed to determine the climate change knowledge and measure the individual carbon footprint of 164 Grade 10 students who were randomly selected from two highly urbanized and two less urbanized schools in the Philippines. The study also investigated the demographic factors that were previously found to affect the amount of carbon footprint. A 20-item test was used to measure climate change knowledge while the Philippine version of World Wildlife Fund's (WWF) carbon footprint calculator was used to measure individual carbon footprint. Response pattern of the climate change knowledge test was analyzed and carbon footprint was computed for each participant. One-way Analysis of Variance was used to determine the influence of demographic factors on individual carbon footprint. Results show that the participants were "moderately knowledgeable" about climate change. Meanwhile, their mean carbon footprint (1.20 metric tons per capita per year) is slightly higher than the 2014 Philippine average (1.1 metric tons per capita per year) which suggests that being knowledgeable on climate change does not necessarily result to lower carbon footprint. Results of the study likewise show that among the demographic factors investigated, only parents' highest educational attainment (p= 0.000), level of urbanization (p= 0.002), and household income (p= 0.044) influence individual carbon footprint. It is recommended that in teaching the science of climate change, the social, political and ethical dimensions of the issue may be emphasized. The topic may also be discussed in the context of Education for Sustainable Development to engage students in concrete carbon reduction initiatives.
References
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Chang, C.H., & Pascua, L. (2017). The state of climate change education - reflections from a selection of studies around the world. International Research in Geographical and Environmental Education, 26(3), 177-179. doi: 10.1080/10382046.2017.1331569.
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Golley, J., & Meng, X. (2012). Income inequality and carbon dioxide emissions: the case of Chinese urban households. Energy Economics, 34, 1864-1872.
Ho, L.C., & Seow, T. (2017). Disciplinary boundaries and climate change education: teachers' conceptions of climate change education in the Philippines and Singapore. International Research in Geographical and Environmental Education, 26(3), 240-252. doi:10.1080/10382046.2017.1330038.
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Johnson, B. (2001). Toward a new classification of nonexperimental quantitative research. Educational Researcher, 30 (2), 3-13.
Kilinc, A., Stanisstreet, M., & Boyes, E. (2008). Turkish students' ideas about global warming. International Journal of Environmental and Science Education, 3(2), 89-98.
Heinonen, J., & Junnila, S. (2011). A carbon consumption comparison of rural and urban lifestyles. Sustainability, 3(8), 1234-1249.
Ledley, T. S., Rooney-Varga, J., & Niepold, F. (2017). Addressing climate change through education. Retrieved http://environmentalscience.oxfordre.com/view/10.1093/acrefore/9780199389414.001.0001/ acrefore-9780199389414-e-56?rskey= Nn1KZ6&result=1.
Lee, T.M., Markowitz, E.M., Howe, P.D., Ko, C., & Leiserowitz, A.A. (2015). Predictors of public climate change awareness and risk perception around the world. Nature Climate Change, 5, 1014-1020. doi:10.1038/ nclimate2728.
Leiserowitz, A., Smith, N., & Marlon, J.R. (2010). Americans' knowledge of climate change. Yale University. New Haven, CT: Yale Project on Climate Change Communication. Retrieved from http://environment.yale.edu/climate/files/ClimateChangeKnowledge2010.pdf.
Lin, T., Yu, Y., Bai, X., Feng L., & Wang, J. (2013). Greenhouse gas emissions accounting of urban residential consumption: A household survey based approach. PLoS ONE, 8: e55642. doi: 10.1371/journal.pone.0055642.
Lynch, N.E. (2011). Gendered applications of the carbon footprint: the use of carbon management tools to highlight the effect of gender on sustainable lifestyles. World Journal of Science, Technology and Sustainable Development, 8 (4), 297-337, doi: 10.1108/20425945201100015.
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PAGASA. (2011). Climate Change in the Philippines. Retrieved from https://pubfiles.pagasa.dost.gov.ph/climps/climateforum/ClimatechangeinthePhilippines.pdf.
Punter, P., Ochando-Pardo, M., & Garcia, J. (2011). Spanish secondary school students' notions on the causes and consequences of climate change. International Journal of Science Education, 33(3), 447-464. doi: 10.1080/09500693.2010.492253.
Ranada, P. (2015). 6 ways climate change will affect PH cities. Retrieved from http://www.rappler.com/nation/48599six-ways-climate-change-affects-ph-cities.
Shepardson, D., Niyogi, D., Choi, S., & Charusombat, U. (2009). Seventh grade students' conceptions of global warming and climate change. Environmental Education Research, 15(5), 549-570. doi: 10.1080/13504620903114592.
Skalík, J. (2015). Climate change awareness and attitudes among adolescents in the Czech Republic. Envigogika, 10(4). doi: 10.14712/18023061.472.
Taber, F., & Taylor, N. (2009). Climate of concern - a search for effective strategies for teaching children about global warming. International Journal of Environment & Science Education, 4(2), 97-116. Retrieved from ERIC database (EJ884387).
The World Bank. (2013). Survey: 8 of 10 Filipinos personally experience impacts of climate change. Retrieved from http://www.worldbank.org/en/news/ press-release/2013/06/20/survey-8-of-10-FilipinosPersonally-Experience-Impacts-of-Climate-Change.
The World Bank. (2014). CO2 emissions (metric tons per capita). Retrieved from https://data.worldbank.org/ indicator/EN.ATM.CO2E.PC.
Tiller, T.R., & Schott, C. (2012). The critical relationship between climate change awareness and action: An origin-based perspective. Asia Pacific Journal of Tourism Research, 18, 21-34. DOI: 10.1080/10941665.2012.697648.
UNESCO. (2017). Climate change education. Retrieved from https://en.unesco.org/themes/education-sustainabledevelopment/cce.
US Environmental Protection Agency. (2016). Climate Impacts on Society. Retrieved from https://19january2017snapshot.epa.gov/climateimpacts/climate-impacts-society_.html.
Vidallo, R., Gonsalvez, J., Oro, E., Dalusag, J., Barbon W. J.,Jordan, J., Rosimo, M., Romero, J., Servano, G., Baguila, I., Rosales, B., Narte, J., Purdon, M., Narte, R., Bernales, E. L. L., Navarra, E. V., & Sebastian, L. (2015). Understanding climate change: A primer for local government officials in the Philippines. Retrieved from https://cgspace.cgiar.org/rest/bitstreams/61279/ retrieve.
Weber, C.L., & Matthews, H.S. (2008). Quantifying the global and distributional aspects of american household carbon footprint. Ecological Economics, 66, 379-391.
World Wildlife Fund (2006). Carbon footprint calculator (Philippine version). Retrieved on February 8, 2017 from https://tinyurl.com/WWFPHCalc.
Zhang, Y.J., Yi, W. C., & Li, B.W. (2015). The impact of urbanization on carbon emission: empirical evidence in Beijing. Proceedings of the 7th International Conference on Applied Energy - ICAE2015. doi: 10.1016/j.egypro.2015.07.
Chang, C.H., & Pascua, L. (2017). The state of climate change education - reflections from a selection of studies around the world. International Research in Geographical and Environmental Education, 26(3), 177-179. doi: 10.1080/10382046.2017.1331569.
Csutora, M. (2012). One more awareness Gap? The behaviour-impact gap problem. Journal of Consumer Policy, 35, 145-163. doi: 10.1007/s10603-012-9187-8.
Department of Education. (2013). K to 12 science curriculum guide, grades 3-10. Retrieved from http://www.deped. gov.ph/sites/default/files/page/2014/Final%20Science%20CG%203-10%2005.08.2014.pdf.
Druckman, A., Buck, I., Hayward, B., & Jackson, T. (2012), Time, gender and carbon: a study of the carbon implications of British adults' use of time. Ecological Economics, 84, 153-163.
European Commission. (2009). Special Eurobarometer 313: Europeans' attitudes towards climate change. Retrieved from http://ec.europa.eu/commfrontoffice/publicopinion/archives/ebs/ebs_300_full_en.pdf.
Golley, J., & Meng, X. (2012). Income inequality and carbon dioxide emissions: the case of Chinese urban households. Energy Economics, 34, 1864-1872.
Ho, L.C., & Seow, T. (2017). Disciplinary boundaries and climate change education: teachers' conceptions of climate change education in the Philippines and Singapore. International Research in Geographical and Environmental Education, 26(3), 240-252. doi:10.1080/10382046.2017.1330038.
Intergovernmental Panel on Climate Change. (2014). Fifth Assessment Report. Retrieved from: http://www.ipcc. ch/report/ar5/. Retrieved from https://www.ipcc.ch/pdf/assessment-report/ar5/syr/AR5_SYR_FINAL_All_ Topics.pdf.
Johnson, B. (2001). Toward a new classification of nonexperimental quantitative research. Educational Researcher, 30 (2), 3-13.
Kilinc, A., Stanisstreet, M., & Boyes, E. (2008). Turkish students' ideas about global warming. International Journal of Environmental and Science Education, 3(2), 89-98.
Heinonen, J., & Junnila, S. (2011). A carbon consumption comparison of rural and urban lifestyles. Sustainability, 3(8), 1234-1249.
Ledley, T. S., Rooney-Varga, J., & Niepold, F. (2017). Addressing climate change through education. Retrieved http://environmentalscience.oxfordre.com/view/10.1093/acrefore/9780199389414.001.0001/ acrefore-9780199389414-e-56?rskey= Nn1KZ6&result=1.
Lee, T.M., Markowitz, E.M., Howe, P.D., Ko, C., & Leiserowitz, A.A. (2015). Predictors of public climate change awareness and risk perception around the world. Nature Climate Change, 5, 1014-1020. doi:10.1038/ nclimate2728.
Leiserowitz, A., Smith, N., & Marlon, J.R. (2010). Americans' knowledge of climate change. Yale University. New Haven, CT: Yale Project on Climate Change Communication. Retrieved from http://environment.yale.edu/climate/files/ClimateChangeKnowledge2010.pdf.
Lin, T., Yu, Y., Bai, X., Feng L., & Wang, J. (2013). Greenhouse gas emissions accounting of urban residential consumption: A household survey based approach. PLoS ONE, 8: e55642. doi: 10.1371/journal.pone.0055642.
Lynch, N.E. (2011). Gendered applications of the carbon footprint: the use of carbon management tools to highlight the effect of gender on sustainable lifestyles. World Journal of Science, Technology and Sustainable Development, 8 (4), 297-337, doi: 10.1108/20425945201100015.
Meier, T., & Christen, O. (2012). Gender as a factor in an environmental assessment of the consumption of animal and plant based foods in Germany. The International Journal of Life Cycle Assessment, 550-564.
Official Gazette. (2008). Republic Act No. 9512: An act to promote environmental awareness through environmental education and for other purposes. Retrieved from http://www.officialgazette.gov.ph/2008/12/12/ republic-act-no-9512/.
PAGASA. (2011). Climate Change in the Philippines. Retrieved from https://pubfiles.pagasa.dost.gov.ph/climps/climateforum/ClimatechangeinthePhilippines.pdf.
Punter, P., Ochando-Pardo, M., & Garcia, J. (2011). Spanish secondary school students' notions on the causes and consequences of climate change. International Journal of Science Education, 33(3), 447-464. doi: 10.1080/09500693.2010.492253.
Ranada, P. (2015). 6 ways climate change will affect PH cities. Retrieved from http://www.rappler.com/nation/48599six-ways-climate-change-affects-ph-cities.
Shepardson, D., Niyogi, D., Choi, S., & Charusombat, U. (2009). Seventh grade students' conceptions of global warming and climate change. Environmental Education Research, 15(5), 549-570. doi: 10.1080/13504620903114592.
Skalík, J. (2015). Climate change awareness and attitudes among adolescents in the Czech Republic. Envigogika, 10(4). doi: 10.14712/18023061.472.
Taber, F., & Taylor, N. (2009). Climate of concern - a search for effective strategies for teaching children about global warming. International Journal of Environment & Science Education, 4(2), 97-116. Retrieved from ERIC database (EJ884387).
The World Bank. (2013). Survey: 8 of 10 Filipinos personally experience impacts of climate change. Retrieved from http://www.worldbank.org/en/news/ press-release/2013/06/20/survey-8-of-10-FilipinosPersonally-Experience-Impacts-of-Climate-Change.
The World Bank. (2014). CO2 emissions (metric tons per capita). Retrieved from https://data.worldbank.org/ indicator/EN.ATM.CO2E.PC.
Tiller, T.R., & Schott, C. (2012). The critical relationship between climate change awareness and action: An origin-based perspective. Asia Pacific Journal of Tourism Research, 18, 21-34. DOI: 10.1080/10941665.2012.697648.
UNESCO. (2017). Climate change education. Retrieved from https://en.unesco.org/themes/education-sustainabledevelopment/cce.
US Environmental Protection Agency. (2016). Climate Impacts on Society. Retrieved from https://19january2017snapshot.epa.gov/climateimpacts/climate-impacts-society_.html.
Vidallo, R., Gonsalvez, J., Oro, E., Dalusag, J., Barbon W. J.,Jordan, J., Rosimo, M., Romero, J., Servano, G., Baguila, I., Rosales, B., Narte, J., Purdon, M., Narte, R., Bernales, E. L. L., Navarra, E. V., & Sebastian, L. (2015). Understanding climate change: A primer for local government officials in the Philippines. Retrieved from https://cgspace.cgiar.org/rest/bitstreams/61279/ retrieve.
Weber, C.L., & Matthews, H.S. (2008). Quantifying the global and distributional aspects of american household carbon footprint. Ecological Economics, 66, 379-391.
World Wildlife Fund (2006). Carbon footprint calculator (Philippine version). Retrieved on February 8, 2017 from https://tinyurl.com/WWFPHCalc.
Zhang, Y.J., Yi, W. C., & Li, B.W. (2015). The impact of urbanization on carbon emission: empirical evidence in Beijing. Proceedings of the 7th International Conference on Applied Energy - ICAE2015. doi: 10.1016/j.egypro.2015.07.
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Published
Jun 14, 2018
Article Details
How to Cite
Caparoso, J. K. V., Aguilar, M. L. T. M., Lagura, R. T., & Evangelista, E. V. (2018). Does Climate Change Education Result to Less Carbon?. The Normal Lights, 12(1). https://doi.org/10.56278/tnl.v12i1.760
Section
Research Article
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