Investigating Climate Change Understandings of Urban Middle-Level Students

Abstract

We investigated urban eighth grade students' knowledge about climate change science and their understanding of global climate change at personal and societal levels. A comprehensive climate change assessment measure aligned to recent U.S. climate change knowledge goals was completed by 868 eighth grade students in an urban school district. Results revealed knowledge deficiencies in student's understanding of the differences between weather and climate, the composition of Earth's atmosphere and greenhouse gases, how greenhouse gases impact climate change, features of the climate system, paleoclimatology, anthropogenic source contributions to climate change, and environmental impacts. Recommendations for curriculum learning activities that address climate change deficiencies are discussed.