Climate Change and Extreme Weather Events in the Education of the Citizens of the Twenty-First Century: The Perception of Secondary Education Students

Article Geography

The treatment of natural hazards in the school textbooks of Social Sciences (Primary Education). An approach to the definitions and problematization of the activities

Alvaro Francisco Morote et al.

Summary: This research analyzes the treatment of natural hazards in Spanish social science textbooks, finding a lack of definitions and problematization for atmospheric risks such as floods and droughts.

CUADERNOS GEOGRAFICOS (2022)

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Article Environmental Sciences

Are Atmospheric Situations Now More Favourable for Heavy Rainfall in the Spanish Mediterranean? Analysis of Episodes in the Alicante Province (1981-2020)

Esther Sanchez-Almodovar et al.

Summary: This paper analyzed intense rainfall episodes on the Spanish Mediterranean coast and identified the most favorable atmospheric situations and affected geographical areas for such events. The study found that instability in the middle and upper layers of the atmosphere and warm surface flows were decisive factors. Furthermore, the warming recorded in the western Mediterranean in recent decades was related to extreme events.

ATMOSPHERE (2022)

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Article Environmental Sciences

Teaching Atmospheric Hazards in the Climate Change Context-Environmental Didactic Proposals in the Mediterranean Region for Secondary Schools

Alvaro-Francisco Morote et al.

Summary: The political sphere has shown interest in improving the teaching of atmospheric risks at pre-university stages due to the importance of education in reducing the effects of natural hazards caused by climate change. Developed countries have not given education a prominent role in risk prevention policies. The study aims to identify deficiencies in the study of natural risks in non-university education and propose didactic activities to improve the understanding of climate change processes.

ENVIRONMENTS (2022)

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Article Social Sciences, Interdisciplinary

What Do School Children Know about Climate Change? A Social Sciences Approach

Alvaro-Francisco Morote et al.

Summary: One of the most prominent subjects in the field of education, particularly for school children, is climate change. This study conducted in the Region of Valencia, Spain, aimed to analyze the information channels, causes and consequences identified by students regarding climate change, as well as their understanding of greenhouse gases. The findings showed that digital media, such as TV, internet, and social networks, were the main sources of information for the students. They identified pollution as the main cause and the increase and changes in temperature as significant consequences. However, their belief that CO2 is the main greenhouse gas is incorrect, as water vapor holds that role.

SOCIAL SCIENCES-BASEL (2022)

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Article Education & Educational Research

Examining Taiwanese students' views on climate change and the teaching of climate change in the context of higher education

Yuh-Yuh Li et al.

Summary: The study revealed that most university students have a high level of certainty about global warming and concern about the issue, but their actual knowledge about its causes is lacking and their perceptions related to action are negative. Participating in an environmental course only had a limited impact on their views, with significant improvement observed in their subjective knowledge and concern about the issue. However, students expressed strong interest in and support for their university taking an active role in combating climate change.

RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION (2022)

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Article Environmental Sciences

An impact assessment of disaster education on children's flood risk perceptions in China: Policy implications for adaptation to climate extremes

Shuang Zhong et al.

Summary: The study in Sichuan Province, China, found that classroom education, propaganda posters, and professional guidance have significantly positive effects on children's flood risk perceptions. Parent-child interaction acts as a moderating factor for improving risk perception, with higher levels of interaction leading to higher risk perception scores.

SCIENCE OF THE TOTAL ENVIRONMENT (2021)

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Article Green & Sustainable Science & Technology

Are Future School Teachers Qualified to Teach Flood Risk? An Approach from the Geography Discipline in the Context of Climate Change

Alvaro-Francisco Morote et al.

Summary: This study on trainee teachers in Spain reveals that most students feel moderately prepared to teach about floods, with the majority indicating insufficient university training. Interestingly, there was no significant difference in preparedness levels between those who had received training and those who had not.

SUSTAINABILITY (2021)

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Article Geography

The risk of drought explanation in the school Geography: an exploration from the Social Sciences school textbooks (Primary Education)

Alvaro Francisco Morote Seguido

Summary: This research analyzed the content on drought risk from the main textbooks of Social Sciences in the Valencian Community, Spain, and found that the topic of drought receives little attention, with a lack of clear definition of drought concept and its relation to climate change. The images in the textbooks tend to present a catastrophic and decontextualized view of drought phenomena.

BOLETIN DE LA ASOCIACION DE GEOGRAFOS ESPANOLES (2021)

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Article Education, Scientific Disciplines

Informed-Decision Regarding Global Warming and Climate Change Among High School Students in the United Kingdom

Premnadh M. Kurup et al.

Summary: This study utilized an inquiry intervention model to help students understand the causes and effects of global warming and encourage them to make informed decisions on climate change. However, a real gap was identified in the regular school curriculum not engaging socio-scientific issues in the real world and lacking opportunities to organize an inquiry-based instructional sequence for informed decision-making.

CANADIAN JOURNAL OF SCIENCE MATHEMATICS AND TECHNOLOGY EDUCATION (2021)

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Article Education & Educational Research

Perception of climate change in Pre-service Teachers of Primary Education (University of Valencia) based on information from the mass media

Alvaro Francisco Morote et al.

Summary: Future Primary teachers mainly receive information about climate change from digital media, however, they have a poor understanding of the causes and consequences of climate change.

REVISTA ELECTRONICA INTERUNIVERSITARIA DE FORMACION DEL PROFESORADO (2021)

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Article Green & Sustainable Science & Technology