Estonian teachers’ climate awareness and the change in climate-related scientific concepts as a result of training
DOI:
https://doi.org/10.12697/eha.2024.12.2.04Keywords:
climate awareness, climate education, teacher education, development of concepts, misconceptionsAbstract
Eri õppeastmete õpetajate teadmised jätkusuutlikkusest ja kliimamuutusest ei ole kuigi süsteemsed, mis võib takistada kliimateadlikkuse kasvu ühiskonnas. Uuringu esimene eesmärk oli kirjeldada interdistsiplinaarsel kliimamuutuste teemalisel koolitusel osalenud õpetajate teadmisi kliimamuutuste olemuse ning nendega kohanemise kohta. Samuti uuriti õpetajate kliimamuutusega seotud pseudo-, sünteetilisi ja väärmõisteid. Õpetajatele (N = 221) esitati kaks kliimateemalist vabavastuselist küsimust, mille vastuste analüüsimiseks kasutati kontentanalüüsi. Tulemustest ilmnes, et kuigi kliimamuutustest tervikuna on teatud arusaam olemas, mainivad õpetajad mõningaid olulisi aspekte vähe või üldse mitte. Samuti esineb selgitustes mõningaid väärmõisteid. Uuringu teine eesmärk oli seotud kliimateadlikkuse teemalise koolituse mõjuga. Arvestades lühikeste koolituste tavapärasust, nendele kulutatavat ressurssi ning teadmiste illusiooni tekkimise ohtu, on põhjendatud, et uuritakse ka koolitustegevuse efektiivsust. Seepärast hinnati, milline muutus koolitatute kliimamuutusega seotud teadmistes koolituse mõjul tekib. Kui kliimamuutuste olemuse mõistmist peegeldavates vastustes muutust ei ilmnenud, siis nendega kohanemise teemal oli märgata eelkõige sagedasemat kohanemise mõiste kasutust ja kohanemise probleemi äratundmist.
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