INVESTIGATION OF STUDENT KNOWLEDGE ON CLIMATIC CHANGE AND ENVIRONMENTAL PRESERVATION IN SOME SELECTED SCHOOLS
ABSTRACT
The study looked into students’ knowledge of climate change and environmental preservation in Surulere and Lagos Mainland Local Government Areas of Lagos State.
The study sought to investigate students’ understanding of environmental concepts and climatic change, whether gender differences exist in student knowledge of climatic change, and whether the type of school (public or private) attended and school location (urban or rural) has any relationship on student knowledge of climatic change and environmental issues.
This study was conducted in eight public senior secondary schools in the Surulere and Lagos mainland local government areas of Lagos State.
Data was gathered by administering a questionnaire to students that included questions about climate change and environmental issues. Data analysis was carried out, and the following conclusions were reached:
i. Students have limited knowledge of climate change and environmental preservation due to learning difficulties with these concepts.
ii. There are gender differences in student knowledge of climate change and environmental preservation.
iii. There is a strong relationship between the type of school attended (rural or urban) and the location of the school (rural or urban) and students’ knowledge of climate change and environmental preservation.
Some recommendations were made as a result of these findings.’
The government should provide a valuable service to the community by promoting environmental education and awareness.
Science teachers should be trained with a clear goal in mind and an understanding of the new and effective techniques for dealing with climate change and environmental issues.
This study suggests that students’ lack of knowledge about climate change and environmental issues is due to learning difficulties and science-related subjects like geography and chemistry being made optional for senior secondary school students.
CHAPTER ONE
INTRODUCTION
TOPIC: AN INVESTIGATION OF STUDENTS’ KNOWLEDGE OF CLIMATIC CHANGE AND ENVIRONMENTAL PRESERVATION.
1.1 STUDY BACKGROUND
Climate refers to the average weather conditions over a period of more than thirty years. The climate of a region is determined by a variety of factors, including the amount of sunlight it receives, its elevation above sea level, the shape of the land, and its proximity to the ocean.
The global climate of the description of the climate of the planet as while, with all regional differences averaged. The overall global climate is determined by the energy trapped in the system. This amount varies according to climate. Climate change is defined as a shift in the statistical distribution of weather over time spans ranging from decades to millions of years.
Climate change, in recent usage, usually refers to changes in modern climate, particularly in the context of environmental policy. It may be qualified as anthropogenic climate change, also known as “global warning.” Over a century ago, people around the world began burning more coal and oil for home factors and transpiration.
Burning these fossil fuels releases carbondioxide and other greenhouse effect gases into the atmosphere, causing it to warm faster than in the past.
Changes in climate are caused by processes such as variations in Earth orbits, mountain-building and continental draft, and changes in greenhouse gas condensations.
The sun is the primary source of energy input to the earth. Long-term and short-term variations in solar intensity are known to affect global climate. Three to four billion years ago, the sun emitted only 70% of the power that it does today. If the composition of the atmosphere had been the same as it is today, liquid water should not have existed on Earth.
Slight variations in the Earth’s surface cause changes in the seasonal distribution of sunlight reaching the Earth’s surface and how it is distributed across the globe. There is very little change in the area averaged annually averaged sunshine, but there can be significant changes in the geographical and seasonal distribution.
The three types of orbital variations are variations in Earth’s eccentricity, changes in the tilt angle of Earth’s axis of rotation, and procession of Earth axis.
Volcanism is the process of transporting materials from the Earth’s crust and mantle to its surface; volcanic eruptions, geysers, and hot springs are examples of volcanic processes that release gases and/or particulates into the atmosphere.
Anthropogenic factors are human activities that alter the environment. In some cases, the claim of causality of human influence on the climate is direct and ambiguous, while in others, it is less clear. Of most concern in these anthropogenic factors,
is the increase in C02 levels due to emissions from fossil fuel combustion, followed by aerosols and cement manufacture. Other factors such as land use, ozone depletion, animal agriculture, and deforestation are also of concern in the rides they play both separately and in conjunction.
Climate change in the recent past can be detected by corresponding changes in settlement and agricultural patterns. Climate change in various civilizations.
Due to melting glacier ice and the expansion of warmer sea water, sea level rose about 15cms during the twentieth century. Models predict that sea level may rise as much as 59cm by the turn of the twenty-first century. Threading through the coaster community, wet land, and coral reefs. However, rainfall causes flooding in many areas, and normal temperatures have resulted in more intense rainfall in some areas.
Extreme drought is becoming more common, as are higher temperatures caused by a high rate of evaporation and more drought in some parts of the world. As the temperature rises, species may either move to safer habitats or die, causing the ecosystem to change. Particularly vulnerable species include endangered species, coral reefs, and polar animals.
Warmer temperatures have an impact on human health; there have been more deaths as a result of heat waves, as well as more allergy attacks as the season lengthens. Because of C02 dissolving in the oceans, sea water is becoming more acidic. Furthermore, as the world’s population exceeds six billion and land, water, and ecosystem resources are degraded due to overuse, climate change has an impact on agricultural ecosystems’ ability to provide sufficient food for the world’s people.
Agriculture and water resources are linked to climate if the buildup of greenhouse gases in the atmosphere continues unabated. Examples of plants threatened by climate change include blue bells and quever trees. The threat of extinction increases for species that are unable to adapt or have limited habitats as a result of climatic changes, as well as changes in animal pole ward and elevational shifts associated with regional warning.
Environmental preservation, on the other hand, is the preservation of natural resources in order to prevent damage caused by human contracts or by specific human activities such as logging, hunting, and fishing, and to replace them with human activities such as tourism and recreation.
Finally, it is important to note that human activities are a response to climate change.
1.2 PROBLEM STATEMENT
The study of climate change and environmental related issues has been of much global concern in recent years, which could be easily attributed to ozone layer depletion, and this has and continues to have economic, social, and political effects on the world over. In light of this, there has been an ice of public awareness program, but the basic engorge of the work is the knowledge of this subject matter among students in secondary school in Lagos State.
1.3OBJECTIVES OF THE STUDY
The study’s primary goal is
1. To investigate students’ understanding of environmental concepts and climate change.
2. To determine whether there are gender differences in students’ knowledge of climate change.
3. Determine whether the type of school (public or private) attended has any relationship with student knowledge of climate change.
4. Determine whether the school’s location (urban or rural) has any bearing on students’ understanding of climate change.
1.4THE STUDY’S SIGNIFICANCE
Biology is a required subject. Understanding oneself and one’s surroundings is made possible by studying biology. Climate change and environmental pressures are relevant to many other disciplines, including medicine, agriculture, history, geography, and many more.
1. The outcome of this work will invariably motivate school administrators and teachers to improve their use of instructional materials and teaching techniques, resulting in more effective learning in students.
2. Students will also gain a better understanding of how to apply climate change and environmental preservation to their daily activities, as well as how to solve social and environmental problems.
3. Communities will benefit the most because students are a part of the community; the more competent and skilled students, the better the communities.
4. It will create a need for educational agendas such as curriculum planners, curriculum innovators, and curriculum designers to plan effectively and adequately cover environmental and climate change issues at the secondary school level.
1.5 RESEARCH QUESTIONS
1. What is the general knowledge of students about climate change and environmental preservation?
2. Is there a gender difference in students’ knowledge of climate change?
3. Is there a relationship between the type of school attended and student knowledge of climate change and environmental preservation?
4. Is there a link between student knowledge of climate change and environmental preservation and the location of the school?
1.6 STUDY SCOPE
This study will only focus on a few senior secondary schools in Lagos State. The variables to be investigated are:
a. School type, i.e. public/private
b. School location (rural/urban)
c. Sex/gender, i.e. male/female
1.7DEFINITION OF TERMS
Rural
Rural areas are the most underdeveloped areas of the state, and they can be found either within or outside of urban areas. Rural in the sense of application in this study is primarily determined by the areas’ underdevelopment status.
Urban
This is a rapidly developing urban area. Urban areas can be cities, towns, or a combination of the two. The use of the term “urban” in their study is based primarily on the area’s level of development.
Gender
This is defined as a set of characteristics that are seen to distinguish between male and female gender. It has several controversial definitions, but here refers to an individual’s inner sex or psychological sense of being a male or female regardless of one’s outer sex identity as determined by one’s sexual organs. There are two man genders: masculine (male) and feminine (female).
Climate change
This is a change in the average weather condition or a change in the distribution of weather events relative to an average, such as more or fewer extreme weather events.
Environmental Protection
This is defined as the preservation of natural resources to avoid damage caused by human contact or human activities such as logging. Miming, hunting, and so on are being phased out in favor of new human activities such as tourism and recreation.
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INVESTIGATION OF STUDENT KNOWLEDGE ON CLIMATIC CHANGE AND ENVIRONMENTAL PRESERVATION IN SOME SELECTED SCHOOLS
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