Research On Misconceptions In Greenhouse Effect And Global Warming Of Senior High School Students

In recent decades,the public has become increasingly aware of the seriousness of the environmental problem of global warming.They have called for action to slow down the rate of global warming,which must be based on correct scientific cognition.Therefore,countries and organizations around the world suggest strengthening environmental science education to improve students' environmental knowledge and awareness of caring for the environment.However,empirical research shows that students have misconceptions about greenhouse effect and global warming before teaching,and different groups of students have different misconceptions.Based on this background,this study combined the three-tier diagnostic test tool with the opened-test to formulate the "Greenhouse Effect and Global Warming Misconception Diagnostic Test Tool".Also,the survey used this tool to explore whether there are misconceptions of "greenhouse effect and global warming" among Chinese high school freshmen.This survey can help Chinese teachers to design teaching and formulate test.The Findings indicate that there are many misconceptions of greenhouse effect and global warming among Chinese high school freshmen.The most common and typical misconceptions are related to the causes of global warming.Secondly,Chinese high school freshmen hold some new misconceptions.Thirdly,there are significant differences in the scientific concept of greenhouse effect and global warming among different student groups.Fourthly,there is no significant difference in the misconceptions of greenhouse effect and global warming among different student groups.Finally,there are subjective reasons for the misconceptions of greenhouse effect and global warming,including the misleading of life experience and the negative transfer of knowledge.Students also hold some objective reasons for misconceptions such as the complex and abstractive essential of the scientific concept,the misinformation of the mass media,the misconceptions of teachers,the outdated knowledge of the textbooks,the miswords of teaching materials and exam questions.Based on the reasons for students' misconceptions,this study has put forward the following teaching advice,including developing the interdisciplinary strategy to teach environmental education,innovating teaching strategies to change traditional teaching methods,strengthening teachers' professional knowledge training and improving teachers' research awareness.