Fourteenth International Conference on Climate Change: Impacts & Responses

Abstract

Climate change is a problem that concerns all countries. When Harvard Humanitarian Initiative (HHI) surveyed 5,184 Filipinos in 2017, the result shows that 59.9 percent are reported having some awareness about climate change on a low to inadequate level and only 11.7 percent are well informed about this global issue (Bollettino et al., 2020). Science literacy is vital for understanding climate change and building climate literacy for citizens to know and understand climate, impacts of climate change, and ways to adapt and mitigate. Making connections between human action and its effect on climate change is an essential step that can be attained in PISA’s learning competencies. Systems thinking is an approach that looks at the relationship of each variable in a system. It is critical to integrate systems thinking to comprehend climate science and manage climate change (Ballew, 2019). This research study utilizes a mixed method research design and the objective is to determine if systems thinking affect global climate literacy of teacher- participants as they translate climate information to their students. Participants are divided into two groups, the systems thinking group and the non-systems thinking group. An e-learning module with similar content is implemented to both groups for 15-hours. Quantitative data is analyzed using paired t-test to identify if there is a significant difference between the results, ANOVA is used to compare and contrast the level of knowledge, depth of learning and reasoning of both groups while qualitative data is analyzed using content analysis.