Assessing pupils’ understanding about greenhouse effect in context of problem-based approach in environmental education: a case study from Greece

Abstract

The greenhouse effect is a process that regulates the temperature of the planet. Students have misunderstandings about the greenhouse effect. The misunderstandings about the greenhouse effect may result from the direct analogy of a greenhouse as a means to maintain the heat by preventing convection and trapping warm air inside. The main research question has to do with the extent that pupils understand the greenhouse effect as an environmental problem. The sample consisted of 18 pupils of a 4th grade Primary school classroom forming case study research. The analysis of answers was mainly based on qualitative grounds, by examining the way pupils express their opinions or beliefs about this specific environmental topic. Students’ answers present that they understand enough the greenhouse effect both as a natural process and as environmental problem. They seem to present a lower understanding about its causes, but a mediocre understanding about consequences and interesting suggestions about how to solve it. As far as the use of accurate or scientific words is concerned, the statements seem to be on a low level. In conclusion, it can be supported that problem-based teaching intervention can contribute to pupils’ understanding about environmental problems such as the greenhouse effect.