University Students' Perceptions of the Environmental Issue and its Solution
Keywords:
Environmental issues solution factors, burden grade, ozone layer depletion, greenhouse effectAbstract
Ecological crisis management is related to the knowledge of the environmental issues and their impact. The evaluation of young people opinion on the factors, the burden grade and the public briefing concerning the solution of the current problems were studied through a questionnaire addressed to students of two university departments in Greece. The significance of the environmental education and the legislation as well as the need of responsible public information are crucial for the protection of nature from deleterious anthropogenic activities.
References
Abbas, M.Y., Singh R. A Survey of Environmental Awareness, Attitude, and Participation amongst University Students: A Case Study International Journal of Science and Research (IJSR) ISSN (Online): 2319-7064 Impact Factor (2012): 3.358 Volume 3 Issue 5, May 2014.
Aggelis, D., Zanis, P., Zerefos, C.S., Bais, A.F., Nastos, P.T. Mapping of Surface Ozone Seasonality and Trends Across Europe During 1997–2006 Through Kriging Interpolation to Observational Data. Water Air and Soil Pollution 224:1501. doi: 10.1007/s11270-013-1501-9, 2013.
Alhajeri, A.A., & Boyle, J. Development of a Diagnostic Instrument to Identify Reading, Writing and Numeracy Difficulties in Arabic before Entry to Primary School in Bahrain. International Journal of Learning Management Systems, 2, 1, 1 – 19, 2014.
Bird, D.K. The use of questionnaires for acquiring information on public perception of natural hazards and risk mitigation – a review of current knowledge and practice. Nat. Hazards Earth Syst. Sci., 9, 1307–1325, 2009 www.nat-hazards-earth-syst-sci.net/9/1307/2009.
Boon, H.J. Climate Change? Who Knows? A Comparison of Secondary Students and Pre-service Teachers. Australian Journal of Teacher Education, vol. 35(1). DOI: 10.14221/ajte.2010v35n1.9, 2010.
Çimer, S.O., Çimer, A., Ursavas, N. Student Teachers' Conceptions about Global Warming and Changes in Their Conceptions during Pre-Service Education: A Cross Educational Research and Reviews 6(8),592-597, 2011.
Ekborg, M., & Areskoug, M. How student teachers’ understanding of the greenhouse effect develops during a teacher education programme. Nordic Studies in Science Education. Vol 2, No 3, 2006.
Hogan, T. Psychological testing: A practical introduction (2nd ed). U.S: John Willey & Sons Inc., 2007.
Intergovernmental Panel on Climate Change. Climate Change, IPCC 2014: Impacts, Adaptation, and Vulnerability. Contribution of Working Group II to the Fifth Assessment Report. Cambridge University Press, Cambridge, United Kingdom and New York, NY, USA, 2014.
Maffia, A.M.C., Silva, E., Jacovine, L.A.G. Environment and environmental awareness: how university students conceive and act Acta Scientiarum. Biological Sciences Maringá, v. 33, n. 2, p. 209-214, 2011 DOI: 10.4025/actascibiolsci.v33i2.7570.
Papadimitriou, V. Prospective Primary Teachers' Understanding of Climate Change, Greenhouse Effect, and Ozone Layer Depletion. Journal of Science Education and Technology. June 2004, Volume 13, Issue 2 , pp 299-307, 2004. DOI: 10.1023/B:JOST.0000031268.72848.6d.
Negev, M., Garb, Y., Biller, R., Sagy, G., and Tal, A. Environmental Problems, Causes, and Solutions: An Open Question. The Journal of Environmental Education, 41 (2), 101–115, 2010. DOI: 10.1080/00958960903295258.
Sarabhai, K.V., Pandya, M., Namagiri, R.. Tbilisi to Ahmedabad: The journey of environmental education. Ahmedabad: The Center for Environmental Education, 2007.
Simpson, R. Global Issues in Language Education Newsletters: Issue 30. March 1998. (p. 12 - 14) reprinted by permission from Green Teacher Magazine, Issue 27 (p. 10).
The Tbilisi Declaration. UNSCO/UNEP Environmental Education Newsletter, Vol. III, No. 1 (January 1978). Final report: Intergovernmental Conference on Environmental Education organized by UNESCO in cooperation with UNEP, Tbilisi, Georgia, USSR, 14–26 October 1977. Paris: UNESCO, 1978.
Yang, Y. Analysis of Solution to Environmental Law Education for College Students. Beijing Law Review. Vol.4, No.3, 100-102, 2013. doi: 10.4236/blr.2013.43013.
Downloads
Published
How to Cite
Issue
Section
License
- Papers must be submitted on the understanding that they have not been published elsewhere (except in the form of an abstract or as part of a published lecture, review, or thesis) and are not currently under consideration by another journal published by any other publisher.
- It is also the authors responsibility to ensure that the articles emanating from a particular source are submitted with the necessary approval.
- The authors warrant that the paper is original and that he/she is the author of the paper, except for material that is clearly identified as to its original source, with permission notices from the copyright owners where required.
- The authors ensure that all the references carefully and they are accurate in the text as well as in the list of references (and vice versa).
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-NonCommercial 4.0 International that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
- The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.