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Burapha University International Conference 2014. . Title : ‘An evaluation of perceptions on Global Climate Change in the student age group of a University in Thailand’. I am from Ireland and I work at Burapha University International College (BUUIC ).
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Burapha University International Conference 2014. Title: ‘An evaluation of perceptions on Global Climate Change in the student age group of a University in Thailand’.
I am from Ireland and I work at Burapha University International College (BUUIC). I hold degrees (Bachelor and research masters) in Agricultural Science and Arts (Geography and Archaeology). One of the courses which I teach there is ‘Global Warming’. • Mt interests include: • The Atmospheric Environment with particular emphasis on the Quaternary Period. • Present day Global Warming, Global Climate Change. Presenter: John Griffith.
The aim of this research survey is an attempt to evaluate the awareness of, and knowledge about, Global Climate Change amongst a university student population in Thailand. • Global climate change is a critical aspect of the world’s environment and will have a significant impact on the planet’s future unless greenhouse gas emissions are controlled and reduced immediately. Background to the present research.
The research was conducted as an initial and basic evaluation upon which further and more comprehensive survey work could be done which in turn would be used to guide teaching and further follow on research. • The research centered on a basic questionnaire which was distributed amongst students of Burapha University during the month of November 2013. The questionnaire had 10 questions and was distributed by students of BUUIC under the supervision of Ajarn John Griffith. Nature of the work.
Education is the key instrument for making the future generations, who will have to face the real challenges of Global Climate, aware of • A) The basic science of global warming, • B) Its implications for all aspects of humankind, • C) Possibilities for Mitigation and Adaptation policies and actions. Education and climate change.
What does the greenhouse effect do? • The response to this question varied a lot but words like ‘warming’, ‘increase temperature’, ‘ice melts’, ‘climate change’, ‘causes flooding’, ‘destroys ozone layer’, ‘affects the atmosphere across the world’, ‘increases the sea level’, ‘radioactive’, ‘shortage’. were mentioned frequently. • Only 2 respondents expressed no opinion on this question. • No student showed any real insight into the scientific importance of the greenhouse effect, ie, its role in maintaining the earth’s temperature at a level which can sustain diverse forms of life. Q5
Discussion: The responses to this survey fall into two categories. One group (questions 3,6,7,8, and 10) gives a simple choice between two extremes relating to two major aspects of global climate change. • The survey shows that most students have heard of greenhouse gases, most think the greenhouse effect is bad, very few have heard of the IPCC, most have heard of fossil fuels and most think human activities are causing global climate change. The response which raises issues of student’s knowledge about the earth’s atmosphere in general is that in which most believe that the greenhouse effect is bad. Discussion.
It is clear that the fact that it is the enhanced greenhouse effect which is causing the atmospheric problem is not understood. This demonstrates the need for students to be given a solid understanding of the workings of the atmosphere and the interactions between human activities and global temperature. • Relating to question 2 (where global climate change is felt most) there is a wide range of suggested locations. However there is a general trend that the far northern and far southern regions of the world are being affected most. This question also shows a considerable number who have no view on this issue. Discussion (contd).
The question which asked ‘what does the greenhouse effect do’ produced a range of responses but most mentioned warming, climate change or earth getting hotter, ice melting and flooding. • The responses to question 9 would suggest that many students are not knowledgeable about this topic. Only about 70% understood that most cars use fossil fuels and much smaller percentages were aware that natural gas cookers, coal burning electricity stations and barbecues used fossil fuels. Discussion (contd).
The absence of specific knowledge relating to these questions is well summed up by the responses to the first question, ‘what do you know about global climate change?’ Most knew something but 25% knew very little or nothing. • The overall results of this work clearly indicates that ongoing and detailed education of a technical as well as geopolitical nature is important to bring student’s knowledge to the level where they will be able to make judgments and decisions on this most crucial issue into the future. • Additionally the research can act as a baseline from which to judge changes in knowledge and the effects of ongoing educational programs as the issue of global climate change becomes more important in the years ahead. For these reasons further, more comprehensive and in-depth survey work on this topic will be carried out annually. Discussion (contd).
