ABSTRACT

Background

It is now essential for students to learn in the science classroom about climate change and the part they can play in ameliorating its consequences. This requires science teachers to have a secure understanding of climate change.

Purpose

The aim of this study is to investigate the effectiveness of a two-day outdoor educational workshop on preservice teachers’ awareness of climate change and the role of forests in mitigating the effects of climate change.

Participants

20 pre-service teachers voluntarily participated in the workshop.

Design and method

A one-group pre-and post-test design was used to investigate the changes in preservice teachers’ cognitive structures after attending the workshop. Data were collected using a word association test (pre and post) and participants’ reflection forms (post). The cut-off technique was used in analysing the word association test and thematic analysis was used in analysing participants’ reflection forms.

Results

The results indicated that the workshop stimulated preservice teachers’ cognitive structures and conceptual understandings of climate change. Moreover, they generally had positive opinions about the workshop activities, emphasizing that these increased their awareness and empathy skills. However, they also indicated a small range of negative factors including a lack of time, materials, and opportunity to debate, and being tired.

Conclusions

Non-formal outdoor learning programmes can promote learning and increase preservice teachers’ awareness with respect to climate change.

中文翻译：

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通过户外教育研讨会教授森林在减轻气候变化影响方面的作用

摘要

背景

现在，学生必须在科学课堂上学习气候变化以及他们可以在改善其后果方面发挥的作用。这需要科学教师对气候变化有一个可靠的了解。

目的

本研究的目的是调查为期两天的户外教育研讨会对职前教师对气候变化的认识以及森林在减轻气候变化影响方面的作用的有效性。

参与者

20名岗前教师自愿参加了工作坊。

设计与方法

采用一组前测和后测设计来调查参加工作坊后职前教师认知结构的变化。使用单词关联测试（前和后）和参与者的反思表（后）收集数据。截断技术用于分析单词关联测试，主题分析用于分析参与者的反思形式。

结果

结果表明，研讨会激发了职前教师对气候变化的认知结构和概念理解。此外，他们普遍对研讨会活动有积极的看法，强调这些活动提高了他们的意识和同理心能力。然而，他们也指出了一些负面因素，包括缺乏时间、材料和辩论的机会，以及疲倦。

结论

非正规户外学习项目可以促进学习，提高职前教师对气候变化的认识。