CLC / CAPSTONE RESEARCH LITERATURE REVIEW
Literature Research Review
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Greenberg, M. T., Weissberg, R. P., O’Brien, M.
U., Zins, J. E., Fredericks, L., Resnik, H., & Elias,
M. J. (2003). Enhancing school-based prevention
and youth development through coordinated
social, emotional, and academic learning. The
American Psychologist, 58(6–7).
Trott, C. D. (2020). Children’s constructive climate
change engagement: Empowering awareness, agency,
and action. Environmental Education Research, 26(4),
532-554.
Kamenetz, A. (2019). Most teachers don’t teach climate
change; 4 in 5 parents wish they did. NPR. Pobrane z:
www. npr. org/2019/04/22/714262267/most-teachers-
dont-teach-climate-change-4-in-5-parents-wish-they-did
[dostęp: 23.01. 2020].
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Children’s constructive climate change
engagement: Empowering awareness,
agency, and action: Environmental
Education Research: Vol 26, No 4
(tandfonline.com)
Climate Change Education Poll_ 4 In
5 Parents Want It In Schools _
NPR.pdf (lmu.edu)
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 A study examining how 10–12-year-old children
expanded their knowledge and awareness on
climate change through after school programs.
 Fifteen-week program
 Hands on educational activities that included
digital photography and youth led action projects
that focused on individual and collaborative
change.
 When the program was finished the children knew
more about the scientific and social aspects of
climate change, more than the average teen or
adult in the US.
 Additionally, the children felt motivated to make a
change and help the prevention of climate
change.
 Parents are upset about climate change not being
taught in elementary schools.
 More than 80% of parents in the US want climate
change to be taught to their children.

Porter, D., Weaver, A. J., & Raptis, H. (2012). Assessing
students’ learning about fundamental concepts of climate
change under two different conditions. Environmental
Education Research, 18(5), 665-686.
Paris, S. G., & Jacobs, J. E. (1984). The benefits of
informed instruction for children's reading awareness
and comprehension skills. Child development, 2083-
2093.
CLC / CAPSTONE RESEARCH LITERATURE REVIEW
Assessing students’ learning about
fundamental concepts of climate
change under two different conditions:
Environmental Education Research:
Vol 18, No 5 (tandfonline.com)
The Benefits of Informed Instruction
for Children's Reading Awareness and
Comprehension Skills on JSTOR

 Investigated the inclusion of curricular global
climate courses in elementary schools.
 Analyzed 63 teacher candidates, drawings
questionnaires and journal entries.
 The results suggest that there’s positive impacts
on teacher candidates understanding of climate
change, and awareness for their future science
lessons.
 Students from 3 different BC grade 6 classes
participated in 2 weeks learning about climate
change.
 Students either received lessons from their
science teacher or by other presenters.
 Surveys were used to see the differences in
knowledge gained and retained by students.
 Teachers as well did the surveys.
 The results from the students’ surveys were
compared to ones from a control group with no
intervention.
 The lessons taught by the teacher resulted in
much higher knowledge gain.
 There was no difference found between groups
for knowledge decline.
 The highest knowledge gains were for the carbon
cycle and humans impacts topic, followed up with
understanding climate and weather.
 Both students and teachers struggled with global
warming and the greenhouse effect.
 Study examining children’s reading awareness
and comprehension skills.
 8- and 10-year-olds were interviewed about their
knowledge of reading tasks and strategies.

Karpudewan, M., Roth, W. M., & Abdullah, M. N. S. B.
(2015). Enhancing primary school students' knowledge
about global warming and environmental attitude using
climate change activities. International Journal of
Science Education, 37(1), 31-54.
Ocal, A., Kisoglu, M., Alas, A., & Gurbuz, H. (2011).
Turkish prospective teachers’ understanding and
misunderstanding on global warming. International
Research in Geographical and Environmental Education,
20(3), 215-226.
CLC / CAPSTONE RESEARCH LITERATURE REVIEW
Enhancing Primary School Students'
Knowledge about Global Warming and
Environmental Attitude Using Climate
Change Activities: International
Journal of Science Education: Vol 37,
No 1 (tandfonline.com)
Turkish prospective teachers’
understanding and misunderstanding
on global warming: International
Research in Geographical and
Environmental Education: Vol 20, No
3 (tandfonline.com)
 There was a reading scale created that connected
with the children’s performances on reading
tasks.
 Half of each group got 4 months of class lessons
on how when and why to use reading strategies in
comprehension.
 There was a great relation between children’s
level of reading awareness and comprehension
skills.
 Results show that the metacognitive instruction
increased children’s reading awareness and
comprehension strategies.
 Activities created relating to climate change with
hopes of increasing children’s knowledge on
climate change.
 These activities have the intent of changing
students attitudes to be more favorable towards
the environment and recognize relationships
knowledge and attitude.
 Turkish elementary teachers’ opinions on global
warming.
 A true-false type scale was given to 564 teachers
from science, social studies, and primary school
education departments of 3 universities.
 Results show that prospective teachers had
misunderstandings about global warming.
 It was also shown that TV, radio and the internet
were main sources for accessing information on
global warming.