In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.
8
, N
o. 1, Mar
c
h
201
9,
pp.
119~
1
2
6
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
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e
.
v8i
1.
169
23
1
19
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
Pre-service teachers’ inclu
s
i
o
n of
climate change education
R
o
nn
el
J
o
s
e
p
h
T
.
C
o
m
pe
t
e
n
t
e
Col
l
eg
e o
f
E
du
c
a
tio
n, Univ
e
rs
it
y
o
f
Nu
e
va Caceres
, P
h
ili
ppin
e
s
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
Dec
2
, 2
0
18
Re
vise
d Jan
2
7
, 2019
A
c
c
e
pte
d
F
eb 28,
2
0
1
9
F
i
n
d
i
ngs
f
ro
m
the
s
t
u
d
y
o
f
p
re-s
ervi
ce
teachers
’
(
P
S
Ts)
a
t
titu
d
es
t
o
cli
m
at
e
chan
ge
e
du
ca
t
i
o
n
,
k
nowled
g
e
of
c
lim
a
t
e
chang
e
a
n
d
p
o
t
en
ti
al
i
n
c
lusion
i
n
th
eir
f
u
tu
re
t
each
in
gs
a
re
r
ep
orte
d
in
t
his
p
a
per. Us
i
ng
a
d
opt
e
d
and
sel
f
-mad
e
qu
est
i
on
na
i
r
e,
a
s
amp
l
e
of
1
8
0
p
re-servi
ce
tea
c
h
e
rs
p
a
r
t
i
ci
pate
d
i
n
a
s
u
r
v
e
y
st
ud
y
in
t
h
e
C
ollege
o
f
E
ducat
ion,
U
niversit
y
o
f
N
uev
a
C
acer
es,
d
iv
id
e
d
i
n
t
o
f
r
eshm
e
n
a
nd
s
e
nio
r
y
ear
t
o
e
x
am
i
n
e
devel
o
p
m
ents
i
n
t
h
eir
at
tit
ud
es
t
o
env
i
ro
nm
ent
a
l
e
d
ucat
io
n
an
d
the
i
r
k
n
o
w
led
g
e
of
c
lim
a
t
e
c
han
g
e.
Results
sh
ow
ed
t
hat
th
eir
at
tit
u
d
e
s
t
o
w
a
rds
climat
e
chan
ge
e
d
u
c
a
t
i
on
w
e
re
l
ow
a
nd
th
eir
cli
m
at
e
ch
ang
e
s
ci
ence
k
n
o
w
l
e
dg
e
h
a
d
n
o
t
ch
ang
e
d.
D
ata
o
n
p
reservice
teach
ers’
s
o
u
rce
s
o
f
i
n
f
o
rma
t
io
n
f
o
r
clim
a
t
e
cha
n
ge,
t
h
eir
v
i
ew
s
on
e
ssential
clim
ate
chan
ge
t
opi
cs
f
o
r
t
heir
f
ut
ure
s
t
ud
ent
s
a
n
d
t
h
e
ir
p
erce
pti
o
n
s
o
f
gaps
in
t
hei
r
o
wn
t
r
a
ining
in
r
e
l
ati
on
t
o
c
limat
e
chang
e
e
d
u
c
a
t
i
on
w
ere
also
exam
i
n
ed in
ord
e
r
to
s
ubs
tan
t
i
a
te
t
he
s
urv
e
y
d
a
ta.
Resul
t
s
sh
o
w
t
h
a
t
ther
e
is
a
need
t
o
t
r
ian
gul
ate
clim
at
e
chan
ge
e
ducat
io
n
n
o
t
o
n
ly
i
n
the
pr
og
ra
m
o
u
tc
om
e
s
b
ut
a
l
s
o
to
t
h
e
s
tu
de
n
t
a
n
d
fa
c
u
lty
de
v
e
lo
pm
e
n
t
pr
og
ra
ms
.
Fu
r
t
he
r
resu
lts are d
is
cuss
ed
i
n
th
is
p
aper.
K
eyw
ord
s
:
A
ttit
u
d
es
Clim
ate
cha
n
g
e
En
viro
nme
n
t
a
l
educ
at
ion
Ped
a
g
ogy
Pre
-
serv
i
c
e
t
each
e
r
s
Co
pyri
gh
t © 2
019 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Ron
n
e
l
J
ose
ph
T.
Compe
t
e
n
t
e
C
o
ll
eg
e o
f
Educ
a
t
ion
,
Uni
v
ersi
ty o
f
Nueva
C
a
ce
res
,
J. H
erna
ndez
A
v
en
ue
, N
a
g
a Cit
y
,
Ca
ma
rine
s S
u
r, P
hil
i
pp
i
n
es,
44
0
0
Em
ail:
ron
n
el
j
o
se
ph.com
p
e
t
e
n
te
@
u
nc
.e
d
u
.p
h
1.
I
N
TR
OD
U
C
TI
O
N
C
l
i
m
ate
c
h
a
n
g
e
i
s
per
h
a
p
s
one
o
f
t
h
e
per
ilo
us
p
ress
in
g
i
s
s
u
es
o
ur
w
or
l
d
i
s
fa
c
i
ng
to
da
y
.
A
c
r
oss
th
e
gl
obe
, the
e
ffe
cts of c
lima
t
e
c
h
an
ge ar
e
be
i
ng re
por
t
e
d
a
n
d doc
um
en
ted.
A
lt
h
o
u
gh s
o
me
s
ti
ll ref
u
te
the
fac
t o
f
the
w
r
at
h
o
f
t
hi
s
g
l
o
b
a
l
p
he
n
o
m
e
n
o
n
,
97
%
of
t
he
w
or
ld
s
cie
n
ti
st
s
su
pp
orts
t
h
e
i
dea
tha
t
c
l
i
m
a
te
c
ha
n
g
e
is
un
de
nia
b
ly
h
a
ppe
n
i
n
g
.
Muc
h
c
onc
e
r
n
is
i
n
fac
t
l
a
i
d
u
p
o
n
c
o
u
n
t
ri
e
s
l
ik
e
the
P
h
i
lip
p
i
ne
s.
C
o
n
siste
n
t
l
y
,
clima
t
ol
og
is
t
s
p
u
b
l
i
s
he
d
pa
p
e
r
s
t
ha
t
the
P
h
i
lip
p
i
ne
s
is
a
m
ong
t
h
e
v
u
l
n
e
ra
bl
e
c
o
unt
ri
es
t
o
th
e
eff
ect
s
of
clima
t
e
c
h
a
n
g
e
[
1].
S
u
rvey
s
sh
ow
ed
t
hat
8
5
p
e
r
ce
nt
(
or
e
i
g
h
t
o
u
t
of
t
e
n
)
F
ili
pi
nos
c
la
im
ed
t
o
hav
e
“
p
e
r
sonal
l
y
e
x
perie
n
c
e
d”
c
l
i
m
a
te
c
ha
nge
i
m
p
ac
t
s
i
n
t
h
e
l
a
st
t
hr
ee
y
ear
s.
O
ut
o
f
t
h
is
n
u
m
ber
,
54%
d
e
s
cribe
d
the
i
r e
xper
i
enc
e
a
s “
s
e
v
ere
”
t
o
“m
odera
te”
w
h
i
l
e
31
%
sa
i
d
it w
a
s
“
little.
”
[2]
S
i
nce
t
h
e
ca
use
s
o
f
c
l
ima
t
e
c
h
an
ge
a
re
l
i
nke
d
to
a
nt
hro
p
o
g
e
n
ic
a
c
t
i
v
ities
,
t
hese
a
ct
i
v
i
t
ie
s
nee
d
t
o
b
e
firs
t
i
d
e
n
t
i
fied
s
o
t
h
at,
for
i
n
st
ance
,
o
n
e
c
a
n
r
efl
e
c
t
o
n
his/
h
e
r
a
c
tio
ns
a
n
d
c
rea
t
e
in
no
va
t
i
ve
s
o
l
ut
io
ns
f
o
r
t
h
i
s
pressi
n
g
i
ss
ue.
Cl
ima
t
e
c
h
a
n
g
e
,
as
m
ent
i
on
e
d
,
is
t
he
m
os
t
i
m
por
ta
nt
s
o
c
i
o
-scien
ti
fic
iss
u
e
t
h
a
t
t
ea
c
h
er
s
of
a
ll
age
gr
ou
ps
c
o
u
l
d
c
ho
ose
t
o
a
ddress,
g
i
v
e
n
i
t
s
p
o
lit
ica
l
a
n
d
c
on
ten
t
i
ous
n
at
ure
i
s
c
lim
ate
cha
n
ge
[
3].
Th
is
i
s
espec
i
al
ly
i
mp
or
t
a
nt
b
ec
ause
t
h
o
se
w
ho
h
a
v
e
t
h
e
lea
s
t
u
n
d
ersta
n
d
i
ng
of
c
l
i
m
a
te
c
ha
n
g
e
a
re
m
ost
l
i
k
e
ly
t
o
trus
t
so
urc
e
s
of
i
nf
o
r
ma
tio
n
t
h
at
a
re
u
n
t
rus
t
w
o
rth
y
a
nd
t
o
f
a
i
l
t
o
d
i
ffere
n
tiate
b
e
t
w
e
en
r
e
l
e
v
a
n
t
a
n
d
irr
e
l
e
va
nt
criter
i
a
w
h
e
n
j
ud
gi
n
g
t
he
t
r
u
stw
o
r
t
hi
ness
o
f
so
u
r
ce
s
[4]
.
T
hu
s,
t
his
s
t
udy
was
conducted
t
o
a
s
sess
the
inc
l
usio
n
of
c
lim
ate
c
h
a
n
ge
e
duc
a
t
ion
of
p
r
e
-se
r
vice
tea
c
h
er
s
o
f
Un
i
v
e
r
si
t
y
o
f
N
u
ev
a
Cace
res
C
o
l
l
e
g
e
o
f
Ed
uca
t
i
on.
I
t
inve
sti
g
ate
d
t
he
a
tt
itu
des,
k
n
o
w
led
g
e
a
n
d
pe
rc
ept
io
n
o
f
P
ST
a
s
to
c
l
i
ma
te
c
ha
n
g
e
an
d
ho
w
its
con
t
e
n
t
ca
n
re
flec
t
o
n
t
he
ir
t
e
ach
i
n
g
s
i
n
t
h
e
fu
t
u
re
.
I
t
a
ssess
e
d
t
h
e
l
ev
els
o
f
a
tti
t
ude
a
nd
c
li
ma
t
e
c
h
a
nge
kn
ow
le
d
g
e
of
p
re-
s
e
r
vice
t
e
ache
r
s.
F
urth
er,
it
me
asur
e
d
t
he
s
ig
ni
fic
a
n
t
d
iff
e
rence
s
o
n
a
t
t
i
t
ud
es
a
nd
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
119
-
1
26
12
0
kn
ow
le
d
g
e
of
f
irst
y
e
a
r
an
d
se
ni
or
y
e
a
r
s
t
ude
nt
s.
I
t
a
l
s
o
t
rac
e
d
the
so
urc
e
s
of
c
lim
ate
c
h
a
n
g
e
k
n
o
w
l
e
dge
.
The
r
e
s
u
l
t
o
f
t
h
is
s
tu
d
y
m
a
y
a
s
s
i
s
t
t
h
e
c
o
lle
ge
t
o
revi
si
t
it
s
c
u
rr
ic
u
l
a
r
o
ffer
in
gs
a
n
d
m
ai
ns
trea
m
clima
t
e
c
h
an
ge
educ
a
t
i
o
n
t
o
i
t
s
p
r
o
gram
s
a
n
d
a
i
ms.
I
t
m
ay
a
ls
o
he
lp
i
n
promot
i
ng
c
li
m
a
t
e
c
ha
nge
e
duc
atio
n
in
it
iat
i
ve
s
in
t
he
col
l
e
g
e
an
d in
t
he
w
ho
le
u
n
i
ve
rsi
t
y
t
o
f
urt
h
er
am
p
lif
y the
ne
ed
t
o ad
dre
ss t
h
e iss
u
e
of c
li
m
a
te
c
han
g
e
.
2.
RESEARCH
M
ETH
O
D
T
h
i
s
s
t
u
d
y
u
t
i
l
i
z
e
d
a
m
i
x
e
d
m
e
t
h
o
d
e
m
b
e
d
d
e
d
r
e
s
e
a
r
c
h
m
e
t
h
o
d
o
l
o
g
y.
T
he
pur
pose
of
t
he
e
m
b
edd
e
d
re
sea
r
ch
d
e
s
i
g
n
was
t
o
c
ol
l
e
c
t
b
oth
qu
an
tit
a
t
i
v
e
and
qu
ali
t
at
iv
e
da
t
a
s
im
ul
t
a
neo
u
s
l
y
a
n
d
to
h
a
v
e
one
f
orm
o
f
data
p
la
ys
a
s
upp
or
ti
ve
r
o
l
e
t
o
t
he
o
t
h
er
f
or
m
of
d
a
t
a
.
I
n
t
h
is
c
a
s
e
the
op
e
n
e
nde
d
q
u
es
tio
ns
w
ere
des
i
gne
d
t
o
ill
um
i
n
a
t
e
PSTs’
e
nga
gem
e
n
t
w
ith
c
lim
at
e
c
h
an
ge
b
y
e
lic
i
t
i
n
g
t
h
eir
v
i
e
w
s
a
b
ou
t
w
h
at
k
n
o
w
l
e
dge
t
he
ir
f
ut
ure
stude
n
t
s
s
h
o
u
l
d
kn
ow
,
th
eir
perc
ei
ved
ga
ps
i
n
kn
ow
le
d
g
e
and
t
h
e
s
o
u
rc
es
o
f
the
i
r
ow
n
in
form
atio
n,
m
atters
n
o
t
e
a
si
ly
ca
p
tu
re
d
by
t
h
e
mul
ti
-c
hoi
c
e
k
nowl
e
dg
e
q
u
e
sti
o
n
s
.
The
st
u
d
y
i
n
c
l
u
d
e
d
t
he
f
i
r
st
y
ear
a
nd
fo
urt
h
y
ea
r
st
ude
n
t
s
of
C
o
l
l
e
ge
o
f
Ed
uca
t
i
o
n
for
schoo
l
ye
ar
2
016
-20
1
7
,
w
it
h
a
c
o
mbi
n
ed
p
opu
l
a
ti
on
od
1
80
.
Using
t
h
e
Sl
ov
in
fo
rmu
l
a
,
s
amp
l
e
p
o
p
u
l
ati
on
wa
s
obt
a
i
ned
and
was
sur
v
e
y
ed.
T
h
e
PS
Ts
s
ubje
c
t
e
d
in
th
e surv
eye
d
wer
e orie
n
t
e
d
a
n
d
w
e
r
e
g
i
v
e
n
a
c
o
n
s
e
n
t
f
o
r
m
f
o
r
t
h
e
m
to fi
ll-o
u
t
.
O
n
l
y
th
o
se
w
h
o
si
g
n
i
fi
e
d
t
o be
p
ar
t
of
t
he
s
urve
y
w
e
r
e
inclu
de
d
in t
he r
esea
rch.
The
a
u
t
h
or
u
se
d
a
n
a
d
o
p
te
d
q
u
e
s
ti
o
nna
ire
fr
om
r
esea
rche
s
B
o
o
n
[
5]
a
nd
Car
a
n
t
o
an
d
P
i
tp
u
nge
[
39
]
w
h
ic
h
inc
l
ude
d
sim
p
l
e
d
em
ogr
ap
hic
que
st
ions
a
l
o
n
g
w
it
h
Liker
t
’s
s
cale
que
st
i
ons
e
x
p
lor
i
ng
the
part
i
c
ipa
n
t’s
att
itu
de
t
o,
a
n
d
s
e
l
f-effica
c
y
f
or
(
α=
.
71),
m
u
l
t
i
p
l
e
-c
hoic
e
q
ue
s
tio
ns
t
e
s
t
i
n
g
t
he
ir
p
e
r
c
e
ive
d
a
n
d
a
ctua
l
kn
ow
le
d
g
e
of
a
r
ange
o
f
e
n
v
i
r
onm
enta
l
sus
t
a
i
n
a
bil
i
ty
i
ssu
es
(α=
.8
2)
a
s
w
e
ll
a
s
a
chec
klis
t
o
f
t
he
p
o
s
si
b
l
e
source
s
o
f
t
he
ir
e
nv
iro
n
me
nt
a
l
k
n
o
w
l
e
d
ge.
T
h
e
i
n
strum
e
n
t
w
as
c
o
n
s
tr
uc
t
e
d
w
i
th
t
he
r
esea
rche
rs’
kn
ow
l
e
dg
e
on
e
n
v
i
ro
nm
enta
l
a
n
d
scie
n
c
e
e
duca
t
i
o
n
and
e
duca
tio
na
l
psyc
ho
l
o
g
y
t
o
e
n
sur
e
its
ite
ms
h
ad
a
ppr
opr
iat
e
con
t
e
n
t va
li
di
t
y
.
P
e
rm
issi
o
n
s
for the
sa
id q
u
e
st
io
n
n
aire
s
w
e
r
e
a
s
ked to t
h
e
o
rig
i
na
l re
sear
cher
s.
Res
p
o
n
ses
t
o
o
pe
n-en
de
d
q
u
e
s
t
i
o
n
s
on
t
h
e
s
ur
ve
y
w
e
re
a
na
l
y
z
e
d
b
y
t
h
e
c
ons
t
a
nt
c
ompa
rat
i
ve
me
tho
d
.
It
w
as
a
nt
ic
ip
ate
d
t
h
a
t
the
s
e
q
u
esti
ons
w
ou
ld
p
ro
vi
de
i
n
s
ig
ht
i
nto
P
S
Ts
c
once
p
t
u
a
liz
a
tio
n
o
f
c
l
i
m
a
t
e
cha
nge
e
d
u
ca
ti
on
a
n
d
t
h
e
s
o
urc
e
s
o
f
t
hese
c
on
c
e
p
t
u
al
iza
t
i
o
n.
A
s
f
or
d
a
t
a
a
n
a
l
ys
is,
t
h
e
re
sear
cher
u
ti
liz
e
d
fre
que
nc
y,
p
e
r
ce
nt
a
g
e
a
n
d
r
a
nk
i
n
g
t
o
d
e
t
e
r
m
i
n
e
t
he
l
e
v
e
l
s
o
f
a
w
ar
eness
an
d
e
nga
gem
e
nt.
O
n
e
-
w
a
y
Ma
nn-
Wh
i
t
ne
y
(u)
te
st
a
n
d
a
na
l
y
sis
of
v
ar
i
a
nce
(
f)
test
w
e
r
e
used
t
o
t
e
s
t
t
h
e
di
ffe
re
nc
es
b
e
t
w
e
e
n
freshm
e
n
an
d
sen
i
or
y
ear
r
esul
t
s
.
F
u
rther,
t
he
r
esea
rche
r
use
d
a
T
u
k
e
y
H
D
D
p
ost-h
o
c
a
n
al
ysis
t
o
stre
n
g
t
h
e
n
t
he
c
o
n
fi
denc
e
leve
l o
f
the
r
el
ati
o
ns
hips.
3.
RESULT
S
A
N
D
ANALY
S
IS
3.1.
Attitu
des
to
w
a
rds
i
n
clusio
n
o
f
c
li
ma
te
c
ha
ng
e
ed
uca
t
i
o
n
o
f
PS
T
s
Ta
b
l
e
1
sum
m
a
r
ize
s
r
e
s
pons
e
s
t
o
at
ti
tu
d
i
na
l
q
u
e
s
ti
o
n
s
a
t
t
he
t
w
o
poi
n
t
s
in
t
i
m
e.
D
ata
show
s
t
h
a
t
fo
urt
h
y
ear
s
tu
den
t
s
a
r
e
m
o
re
c
o
n
f
i
de
n
t
i
n
p
r
epar
i
n
g
ac
c
u
ra
t
e
l
ea
rni
ng
ma
t
e
ri
al
s
(Q1
)
w
i
t
h
mea
n
o
f
3
.
31
o
v
e
r
2.15
of
t
he
f
ir
st
y
ear
.
S
u
rprisi
ng
ly,
fi
r
s
t
ye
ar
y
iel
d
e
d
b
e
t
t
e
r
s
c
o
res
a
b
out
i
n
c
l
u
sio
n
o
f
e
n
v
i
r
on
me
nt
a
l
t
opi
c
s
(Q
2 3.29 vs 3.04),
be
l
i
e
f
o
n t
h
e
i
r
r
o
l
e
i
n so
l
v
i
n
g
en
v
i
ro
nm
enta
l pro
b
l
e
ms
(Q
3
3.60 vs 3
.56) a
nd c
o
nfid
enc
e
in
the
c
u
rricu
l
u
m
to
t
ea
ch
e
nvir
onm
en
ta
l
to
pic
s
(
Q
5
3
.
0
5
vs
2
.52)
.
B
o
t
h
y
i
elde
d
the
sam
e
s
c
o
re
(
3.74)
o
n
t
h
e
que
st
ion
ab
o
u
t
the
i
m
p
o
rta
n
c
e
of clim
ate
cha
nge
ed
u
c
a
t
i
o
n
t
o
c
h
ildren
(Q4).
Tab
l
e
1. A
t
t
i
t
u
d
e sc
ores of first a
n
d fo
ur
th
y
ear
re
s
ponde
n
t
s
S
u
r
v
e
y
Q
u
e
stions
Atti
tude
Sc
o
r
e
Fi
r
s
t
Ye
a
r
(n
=
8
5
)
F
our
th
Y
e
a
r
(n
=
9
5
)
a.
I
am
c
onf
ide
n
t
tha
t
I
c
a
n
p
r
e
pa
r
e
a
c
c
u
ra
t
e
te
ac
hi
ng
m
odul
e
s
a
bout
our
e
nv
i
r
o
n
m
e
nt
f
or
the
st
ud
e
n
ts tha
t I wi
ll b
e
tea
c
h
ing.
2.
15
3
.
3
1
b.
I c
a
nnot
i
n
c
lude
e
duc
a
tion
for our
e
nv
ironm
e
n
t
in
m
y
te
ac
hing
b
e
ca
us
e
it
should
be
t
a
ught
by
s
p
e
c
i
a
ll
y t
r
ai
n
e
d
t
e
ach
e
r
s.
3.
29
3
.
0
4
c.
A
s
a
t
ea
c
h
e
r
,
I
c
a
n
pla
y
a
n
im
por
t
a
nt
r
ole
in
solving
e
nvironm
e
n
t
a
l
pro
b
le
m
s
t
h
r
o
u
g
h
teach
i
n
g
.
3.
60
3
.
5
6
d.
It
i
s
ve
ry
i
m
por
t
a
n
t
t
o
e
duca
t
e
s
c
hool
s
tude
nts
a
bout
our
e
nviron
m
e
n
t
f
r
om
a
n
e
a
r
ly a
ge.
3.
74
3
.
7
4
e.
I do
not
b
e
lie
v
e
t
ha
t
the
r
e
is
e
nough
tim
e
in
t
h
e
c
u
rric
u
lu
m
to
f
i
t
i
n
e
ducat
ion
for
the
e
nvironm
e
n
t
a
s
w
e
ll
a
s
e
v
e
ry
thing
e
l
se
w
e
mu
s
t
t
e
a
ch
.
3.
05
2.
52
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
Pre
-
service
te
a
c
hers’
inc
l
usi
o
n
of
cl
im
a
t
e ch
an
ge ed
uca
t
i
o
n
(Ronne
l Jose
p
h
T
.
Com
p
e
t
en
t
e
)
12
1
The
c
o
mpa
r
iso
n
o
f
the
sc
or
es
o
f
t
h
e
t
w
o
gr
ou
ps
o
f
P
S
T
sug
g
e
s
ts
tha
t
f
o
u
rt
h
ye
ar
s
t
ude
nt
s
ca
nno
t
pi
npo
i
n
t
spe
c
i
f
ic
c
lim
ate
c
h
a
nge
t
o
p
i
c
s
t
o
b
e
d
isc
u
sse
d
t
o
s
tud
ent
s
.
But
as
t
o
sp
eci
fi
c
a
c
t
i
on
t
o
w
a
r
d
s
c
li
ma
t
e
cha
nge
o
r
c
l
a
r
ifica
t
i
o
n
of
m
isc
once
p
ti
o
n
s,
t
he
P
S
T
s
are
st
i
l
l
u
naw
a
r
e
o
f
w
h
a
t
t
o
disc
uss.
I
n
a
s
e
par
a
te
que
st
ion,
t
he
r
e
s
ear
ch
p
r
o
be
d
the
per
cei
ve
d gap
s
o
f
st
u
d
en
t
s
.
I
t
sh
ou
ld
b
e
n
o
t
e
d
th
at
h
ig
h
sco
r
in
g
resp
ond
ent
s
gave
a
t
leas
t
sp
e
c
ific
t
o
p
i
c
s
w
hic
h
t
he
y
w
i
l
l
d
i
s
cuss
o
n
t
he
i
r
f
u
tu
re
s
tud
e
nt
s.
T
op
i
c
s
on
w
a
s
t
e
s
e
g
re
g
a
ti
on
a
n
d
po
llu
t
i
o
n
cam
e
up.
A
lso,
t
h
e
y
hig
h
l
i
ghte
d
t
he
i
nte
g
ra
ti
o
n
o
f
to
p
i
c
s
o
n
clima
t
e
cha
n
ge
i
n
t
h
eir
re
spect
i
v
e
fie
l
ds.
CH
ED
M
e
m
o
N
o
.
33
s
20
0
9
[6]
h
i
gh
l
i
g
h
te
d
t
h
e
im
p
o
rta
n
ce
o
f
i
n
te
gra
tio
n
o
f
c
l
i
m
a
te
c
ha
n
g
e
ed
u
c
a
t
i
on
in
t
er
t
i
ar
y
c
u
rricu
lum
.
I
t
c
a
n
be
n
ot
e
d
t
h
a
t
to
s
ome
e
x
t
e
n
t
,
t
h
e
U
N
C
c
urr
i
c
u
lum
h
a
s
r
e
spon
de
d
t
o
t
h
i
s
me
mor
a
ndum
,
b
u
t
muc
h
i
nv
e
s
tiga
t
io
n
is
n
ee
ded
on
t
h
i
s
a
rea
.
T
her
e
i
s
a
n
e
e
d
to
a
pp
end
mo
re
t
each
ing
mat
e
ri
a
l
s
th
at
s
u
ppo
rt
c
li
ma
te
c
h
a
ng
e
t
opi
cs
i
n
t
e
achi
n
g
sc
i
e
n
c
e
su
b
j
e
c
ts
a
nd,
i
f
po
ssi
ble,
a
dd
a
c
l
i
m
a
te
cha
nge
l
ess
o
n
or
s
ub
jec
t
t
o
eve
r
y
c
u
rric
u
lum
or
B
A
/
B
S
d
egre
e
[7
],
[
8]
.
Clar
k
t
h
e
o
riz
e
d
t
he
i
n
t
e
g
rat
i
ve
teac
h
i
ng mo
de
l
[9]
, w
hi
c
h
p
os
it
e
d
t
ha
t i
f
ed
u
c
ators w
i
ll i
n
cl
ude a
ll hum
a
n
fu
n
c
tio
n in o
ur c
once
p
t
of le
a
r
ni
ng,
t
h
ey
c
a
n
p
l
a
n
fo
r
mo
re
e
ffe
ct
i
v
e
and
mea
n
ing
f
ul
l
ea
rnin
g
exp
e
ri
en
ces.
In
t
h
i
s
sc
enari
o
,
c
l
i
m
a
t
e
c
h
ang
e
e
d
u
cati
o
n
can
b
e
t
t
e
r
b
e
ach
i
e
v
e
d
i
f
e
du
ca
tors
w
i
l
l
i
nt
eg
rat
e
i
t
i
n
the
i
r
l
e
sso
n
s,
r
ather
t
h
an
t
re
at
ing
it
a
s
a
separ
a
te s
ubje
c
t
. S
i
m
i
lar
l
y,
K
o
l
b t
h
e
o
rize
d a
cyc
lica
l
m
ode
l
of
lea
rnin
g o
n
whic
h co
nc
ret
i
zi
n
g
e
x
p
erie
n
c
e
c
a
n
be
achie
ve
d b
y
c
r
ea
ti
n
g
a
n a
c
t
i
ve a
ct
i
o
n pla
i
n to be
im
ple
m
e
n
t
e
d
[1
0]
.
T
h
e
r
e
i
s
a
l
s
o
a
n
e
e
d
f
o
r
t
h
e
P
S
T
s
t
o
b
e
a
c
q
u
a
i
n
t
e
d
m
o
r
e
w
i
t
h
c
l
i
m
at
e
ch
an
g
e
t
opi
c
s
.
This
i
s
cru
c
i
a
l
sinc
e
tra
n
sfe
r
o
f
k
now
led
g
e
is
o
n
l
y
p
o
ssi
bl
e
if
t
he
e
duca
t
o
r
i
s
w
e
ll-v
e
rsed
w
i
t
h
t
h
e
t
o
pi
c
he
/she
w
a
n
t
s
t
o
trans
f
e
r
,
which
i
n
t
h
i
s
ca
se
i
s
cl
ima
t
e
c
h
a
n
g
e
.
Stude
nt
s
ne
ed
t
o
be
a
c
qua
inte
d
w
i
t
h
t
he
c
onc
e
p
t
of
c
li
m
a
te
cha
nge
,
c
a
uses
,
e
ffe
cts
an
d
m
iti
gat
i
o
n/
a
d
a
p
t
a
ti
o
n
s
tra
t
e
g
ies
fo
r
t
h
a
t
t
h
e
t
e
a
c
h
i
n
g
c
o
u
l
d
h
e
l
p
i
n
d
i
s
s
e
m
i
n
a
t
i
n
g
the
lear
ne
d
inf
o
rm
ation
to
o
t
h
er
m
em
bers
o
f
the
s
o
cie
t
y
[1
1]
,
[
12].
A
l
so,
th
e
curr
i
c
u
l
um
s
ho
u
l
d
e
n
s
u
re
a
pro
p
er
w
ay
o
f
in
te
gra
t
i
o
n
i
n
a
p
a
r
t
i
c
u
lar
e
nvir
onm
en
ta
l
is
sue
[13
]
,
[
1
4
]
.
Th
e
re
se
arc
h
er
b
el
i
e
v
e
s
th
at
UNC
’s
curr
i
c
u
l
um pro
vi
d
e
s
m
u
lti
t
u
d
e
of op
t
i
o
n
o
n how
to
a
ddress
th
is
iss
u
e. The
re
i
s a need to
use ex
p
l
i
c
i
t
na
t
ure o
f
the
peda
gog
ica
l
m
ode
i
n
i
n
t
e
grat
in
g
cl
ima
t
e
chan
ge
t
op
ics
w
h
ic
h
w
i
l
l
re
qu
i
r
e
no
vel
me
th
od
s
of
t
e
a
c
hi
n
g
,
a
n
impor
ta
nt
c
om
po
ne
nt i
n tra
n
s
m
it
t
i
ng k
n
o
w
l
e
dge
i
n t
h
e
fu
t
u
re.
A
n
exa
mina
t
i
o
n o
f
t
he fin
d
i
n
g
s i
n
Ta
b
le 2 show
s tha
t
t
he resu
l
t
s of
t
he M
ann
Wh
i
t
n
e
y U
test a
pp
l
i
ed
to
t
he
r
esp
o
n
se
s
of
t
he
s
tu
de
n
t
s
in
t
he
f
irst
y
ear
a
nd
fo
urt
h
y
ea
r
g
r
oup
s
rev
e
a
l
ed
a
s
t
a
ti
st
i
c
a
l
l
y
n
ot
s
ig
nif
i
c
a
nt
di
ffe
re
nce
a
t
t
he
l
eve
l
o
f
p
<
.05
o
n
Q
1
(
Z
=0.
3
4
;
p
=.3
6
<
.
0
5),
Q
3
(Z=
-0.59
;
p
=
.
2
8
<
.
05)
a
nd
Q
4
(
Z
=
0
.
0
0
6
;
p
=
.
2
8
<
.
0
5).
S
i
gni
fic
a
n
t
differ
e
n
ce
w
as
pos
t
e
d
for
Q
2
(
Z=-1.
9
8
;
p=
.24<
.05
)
a
nd
Q
5
(Z=-3
.
6
8
;
p=
.000
1<
.0
5
)
.
The
ana
l
yses
h
ad
s
how
n
no
t
s
i
g
n
i
fica
nt d
i
f
fe
re
nce
betw
e
e
n
t
he
r
an
k
a
v
era
g
es
o
f
t
h
e
gro
u
p
s’
s
core
s; ho
w
eve
r
,
an
e
xa
mina
t
i
o
n
o
f
the
ra
nk
a
vera
ges
of
t
he
i
r
s
cor
e
s
d
e
m
o
n
s
tra
t
e
s
t
h
at
t
he
s
t
ude
n
t
s
i
n
t
he
f
irs
t
y
e
a
r
had
h
i
g
h
er
att
itu
de
s
core
s
tha
n
t
h
o
se
i
n
t
h
e fo
urt
h
year
.
Th
i
s
r
esu
l
t
in
d
i
cate
s
tha
t
t
h
e first
ye
ar
s
tude
n
t
s be
lie
ve
d tha
t
t
he
y
have
be
t
ter
att
itu
de
w
hen
com
p
are
d
t
o the
i
r
p
eer
s
in the
f
irst
yea
r
.
Ta
bl
e
2
.
Re
s
ul
ts
o
f
t
h
e M
a
nn
W
hit
n
e
y
U t
es
t t
o
c
o
m
p
a
re t
he
g
ro
u
ps’ a
t
t
i
t
u
dina
l
score
s
QUE
S
T
I
ONS
Ra
nk
A
v
e
r
a
g
e
Su
m
of
R
a
nks
u
z
(one
-ta
i
l
e
d)
p
(p>
.
05)
Inte
r
p
re
t
a
tion
First
Ye
a
r
(n
=8
5
)
Fourth
Ye
a
r
(n
=
9
5
)
First
Year
(n
=
8
5
)
Fo
u
r
t
h
Ye
a
r
(n
=9
5
)
1
89.
11
91.
75
7574
8716
3919
0
.
3
4
0.
36
N
ot
S
ignific
a
n
t
2
98.
74
83.
22
8354
7906
3346
-
1.
98
0
.
2
4
Signific
a
nt
3
92.
93
88.
33
7899
8391
3831
-
0.
59
0
.
2
8
Not
Signific
a
n
t
4
90.
47
90.
53
7690
8600
4035
0
.
006
0
.
496
N
ot
S
ignific
a
n
t
5
104.
73
76.
19
8692.
5
7238.
5
2678.
5
-3.
6
8
0.
0001
S
ignific
a
nt
Desp
i
t
e
t
h
e
i
ncl
u
sion
o
f
su
bj
e
c
t
s
s
p
ecifica
lly
f
ocused
on
susta
i
n
ab
i
l
i
t
y
a
nd
a
scie
nc
e
peda
go
g
y
sub
j
e
c
t
s
(N
a
t
ur
al
S
cienc
e
,
Ecol
o
gy,
O
rgan
ismic
,
e
tc),
n
o
t
s
i
gni
fic
a
n
t
r
e
l
a
t
ion
s
h
i
p
w
a
s
esta
bl
i
s
he
d
on
t
h
e
c
o
nfi
d
en
ce
t
o
t
e
a
c
h
abou
t
the
en
vi
ron
m
e
n
t
i
n
t
hi
s
sa
mpl
e
o
f
PS
T
s,
r
e
c
a
l
l
i
ng
p
ri
or
f
i
n
din
g
s
of
t
he
r
eview
lite
rat
u
res
[
5
],
[
1
5
],
[
16].
A
l
t
e
rnat
ive
l
y,
it
is
possi
b
l
e
t
h
a
t
t
hey
d
i
d
n
o
t
pa
y
at
te
nt
i
on
to
t
he
i
ssues
r
e
l
at
i
n
g
to
c
l
i
m
a
t
e
c
h
a
n
g
e
p
e
r
s
e
but
i
nste
ad
f
o
c
u
s
ed
on
ot
h
e
r
t
opi
c
s
i
n
c
lu
ded
i
n
t
h
e
i
r
s
tu
dy
of
s
ust
a
ina
b
il
i
t
y.
A
lth
ou
g
h
t
h
ey
b
e
l
iev
e
d
th
a
t
t
h
e
c
u
rri
cu
lu
m
p
r
ep
a
r
ed
t
he
m
t
o
b
e
c
o
m
e
c
l
i
m
a
te
c
han
g
e
a
d
v
o
c
a
t
es,
it
d
oes
n
’t trans
la
te
i
n
t
o
conc
re
te
know
le
d
g
e.
N
ote
th
at
i
t
is
i
mp
or
t
a
nt
f
or
t
he
i
mpr
ove
me
n
t
o
f
s
y
stem
s
on
m
o
n
itor
i
n
g
,
doc
ume
n
t
i
ng
and
e
v
a
l
u
a
t
i
ng
o
f
aca
dem
i
c
pro
g
ra
m
e
v
al
uat
i
on
proce
s
s
,
l
e
ssons
a
nd
modu
les
im
pl
e
m
e
n
t
a
t
i
o
n
p
r
o
c
e
ss,
env
i
ro
nm
en
tal
educa
tio
n
prac
t
i
c
e
,
ge
nera
l
sc
ho
o
l
o
pera
t
i
o
n
o
f
E
E
an
d
form
atio
n
o
f
t
he
a
cade
m
ic
c
omm
u
n
ity
for
ac
adem
ic
e
duc
a
t
i
o
n
[1
6]
.
A
l
so,
re
l
a
t
i
ve
ly
c
o
ngr
ue
n
t
r
e
s
ults
o
f
s
i
mila
r
re
searche
s
p
os
t
e
d
n
o
t
s
i
g
n
i
f
i
c
a
n
t
re
l
a
t
i
o
n
s
h
i
p
b
e
t
w
ee
n
p
e
rcei
v
e
d
kn
o
w
l
e
dg
e
an
d
a
c
t
u
a
l
knowl
e
dg
e
w
hic
h
s
ug
ges
t
e
d
t
ha
t
the
part
ici
p
a
n
t
s
e
it
h
e
r
do
no
t
fee
l
c
o
n
s
t
raine
d
b
y
t
h
eir
lac
k
o
f
know
le
dge
,
or
a
re
p
e
r
h
a
p
s
una
ware
o
f
t
h
ei
r
ac
t
u
al
kno
wl
e
d
g
e
o
f
susta
i
na
bil
i
t
y
i
s
sue
s
[
15]
.
It
c
an
b
e
em
pha
s
i
z
e
d
tha
t
p
er
s
ona
l
i
n
tere
st
w
a
s
k
e
y
t
o
e
n
gag
e
me
nt
w
i
t
h
c
l
i
m
ate
cha
nge
e
duc
a
t
i
on.
T
his
s
e
e
m
ed
t
o
be
a
ss
ocia
te
d
w
i
t
h
a
c
t
ive
inv
o
l
v
em
en
t
in
i
m
p
l
e
me
n
tin
g
susta
i
nab
i
li
ty
u
n
i
t
s
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
119
-
1
26
12
2
thr
o
u
g
h
pr
o
fe
s
s
iona
l e
xper
i
e
n
ce
[5]
.
The
c
oll
e
ge
s
ho
u
l
d
ra
l
l
y aw
ar
eness ac
ti
v
ities
tow
a
rds
c
lim
ate c
h
a
n
g
e
if
it
wa
n
t
s it
s p
r
oduc
e t
o
i
nt
eg
rat
e
cl
i
mat
e
c
h
a
ng
e
t
o
pi
c
s
in
th
ei
r t
ea
ch
i
n
g
.
3.2
Awareness
o
f
P
S
T
s
i
n
cl
i
mat
e
chan
g
e
Ta
b
l
e
3 s
u
mmar
i
z
e
s
t
h
e
sc
or
e
s
o
f t
h
e res
p
o
nde
n
t
s. Mos
t o
f
t
he r
e
s
p
ond
en
ts
(
50
.1
%
fo
r f
r
es
h
m
a
n
a
n
d
53.7
%
f
or
s
en
i
o
rs)
pos
t
e
d
o
n
l
y
s
cor
e
s
fr
om
6
-1
0,
w
hic
h
b
y
stan
d
ar
ds
c
o
n
s
i
d
e
r
ed
a
s
l
o
w
scori
ng
ra
n
g
e.
O
nl
y
fe
w
(10.
1
%
f
o
r
freshm
a
n
a
n
d
2.
1%
s
e
n
iors
)
rea
c
he
d
t
h
e
hi
g
h
s
c
o
r
in
g
ran
g
e
o
f
16
-2
0
.
T
hi
s
in
di
cat
e
s
a
l
o
w
aw
a
r
ene
s
s
of
t
he
s
tu
de
nt
s
o
n
cl
ima
t
e
cha
n
ge.
When
t
he
s
i
g
n
i
fica
n
t
d
iff
e
re
nce
w
a
s
tes
t
ed,
no
t
si
gn
ifica
n
t
di
ffe
re
nce
(F
=3.39
5
3
,
p<0.0
6
70)
w
a
s
p
o
s
ted
.
M
e
a
ni
n
g
t
he
s
cores
o
f
t
h
e
s
e
n
i
o
r
s
w
a
s
n
o
t
a
f
f
e
c
t
e
d
b
y
t
h
e
P
S
T
pro
g
ra
m
sinc
e the
fr
es
hma
n
scor
e
s di
d no
t i
n
fl
uenc
e
the
se
ni
ors
’
scores
.
Tab
l
e
3.
R
a
n
ge
of score
s
of
P
S
Ts in c
l
im
ate
chan
ge
q
ues
t
i
o
n
n
a
i
r
e
R
A
N
G
E
FI
RS
T
YE
A
R
F
OU
RTH
YE
A
R
AN
OVA
M
e
a
n
S
D
M
e
a
n
S
D
0-
5
8
9.
4
10.
047
1
4.
0617
16
16.
8
9.
0211
3.
4052
F
=
(1,
178)
3
.
395
3
p>
0.
0670
No
t
Signi
f
i
c
a
nt
6-
1
0
43
50.
1
51
53.
7
11-15
2
5
29.
4
26
27.
4
16-20
9
10.
1
2
2.
1
Ta
b
l
e
s
4
t
o
7
sh
ow
s
the
di
ffere
n
t
n
u
m
b
e
r
o
f
c
o
rre
ct
r
espo
nses
o
f
PSTs
i
n
th
e
cl
i
m
a
t
e
ch
an
ge
kn
owle
d
g
e
awar
eness
qu
e
s
tio
ns.
Th
e
q
u
e
s
tio
ns we
r
e
com
p
rise
d of
2
0
-i
tem
m
u
lt
i
p
le
c
h
o
ic
e
ques
tio
ns.
Ta
b
l
e
4.
N
um
ber
of
c
orre
ct r
e
s
po
nses o
n
the
def
i
ni
t
i
on
o
f
c
l
i
m
a
te
cha
nge q
ue
sti
o
ns
ITE
M
First Yea
r
F
ourth Yea
r
AN
OVA
CR
%
Mea
n
S
D
C
R
%
M
ea
n
SD
18
50
58.
8
46.
333
3
4.
0415
54
56.
8
46.
000
12.
165
5
F=
(
1,
4
)
0.
002
03.
p<
0.
9662
No
t
Signific
a
nt
19
42
49.
4
32
33.
7
20
47
53.
3
52
54.
7
TO
T
A
L
139
54.
5
138
48.
4
Tab
l
e
5.
N
umbe
r
o
f
c
orrec
t
response
s
o
n t
h
e
source
s
o
f
gr
eenh
o
u
se
g
ases
q
ues
tio
ns
I
TEM
F
i
r
s
t Ye
a
r
F
o
u
r
t
h
Ye
a
r
A
N
OVA
C
R
%
M
ean
S
D
CR
%
M
ean
S
D
1
55
64.
7
48.
666
7
25.
106
4
42
44.2
43.
000
0
27.
51
3
6
F=
(1,
4
)
0.
069
4
p<
0.
8052
No
t
Signi
f
i
c
a
nt
2
70
82.
4
7
1
74.7
6
21
24.
7
16
16.8
T
O
TAL
146
57.
2
129
45.3
Ta
b
l
e 6.
N
um
ber
of
c
orre
ct r
e
s
po
nses o
n
the
effec
t
s
of
c
l
i
m
a
te
cha
n
ge q
ue
st
io
ns
I
TEM
F
i
r
s
t Ye
a
r
F
o
u
r
th
Y
ear
A
NOV
A
CR
%
Mea
n
S
D
CR
%
Me
a
n
S
D
3
39
45.9
37.
500
0
14.
251
3
37
38.
9
4
0
.
666
7
16.
3054
F=
(
1
,
1
0
)
0.
1283
p<
0.
7277
No
t
Signi
f
i
c
a
nt
5
44
51.8
55
57.
9
7
30
35.3
38
40.
0
8
24
28.2
34
34.
7
12
26
30.6
17
17.
9
16
62
72.9
63
66.
3
T
O
T
A
L
163
31.6
244
42.
8
T
a
b
l
e 7.
N
um
ber
of
c
orr
ect r
e
s
po
nses o
n
the
m
i
t
i
ga
t
i
o
n
a
nd
ada
p
t
a
tio
n of P
hil
i
p
p
i
ne
s
to cl
i
m
a
te
c
ha
nge
que
st
ions
I
TEM
First
Y
e
a
r
F
our
t
h
Y
e
a
r
ANO
VA
CR
%
Me
a
n
S
D
CR
%
Mea
n
S
D
4
33
38.
8
4
3
.
000
0
12.
972
5
24
25.3
42.
375
19.
841
8
F
(
1,
14
)
=
0
.
00556.
p<
0.
9416
No
t
Signi
f
i
c
a
nt
9
33
38.
8
23
24.2
10
49
57.
6
50
52.6
11
61
78.
1
64
67.4
13
52
61.
6
58
61.1
14
21
24.
7
14
14.7
15
45
52.
9
42
44.2
17
50
58.
8
64
67.4
T
O
T
A
L
344
50.
6
339
44.6
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
Pre
-
service
te
a
c
hers’
inc
l
usi
o
n
of
cl
im
a
t
e ch
an
ge ed
uca
t
i
o
n
(Ronne
l Jose
p
h
T
.
Com
p
e
t
en
t
e
)
12
3
The
s
e
resu
lt
s
show
t
ha
t
P
S
T
p
r
o
gr
am
l
a
c
k
e
d
t
h
e
ca
pa
bi
li
ty
t
o
in
j
e
ct
c
limat
e
c
h
a
n
g
e
e
d
u
c
ati
o
n
in
t
h
ei
r
p
r
of
essi
on
a
l
s
ub
j
e
ct
s.
A
l
t
ho
ugh
n
o
t
e
xp
li
ci
t
,
c
l
i
m
a
t
e
c
h
a
n
g
e
ed
uc
a
t
ion
w
a
s
h
i
gh
l
i
g
h
te
d
by
CH
ED
i
n
i
t
s
Hig
h
er
R
ef
o
r
m
Age
nda
[
17]
and
e
m
phas
i
ze
d
the
ro
les
of
H
EI
s
in
a
t
t
ain
i
ng
the
N
a
t
i
o
n
a
l
C
l
i
m
ate
C
h
an
ge
A
c
ti
on
p
l
a
n
2011-
202
8.
S
c
hola
r
s
argue
t
ha
t
hi
g
h
er
e
d
u
ca
ti
on
p
l
a
ys
a
c
ri
t
i
cal
r
o
l
e
in
p
re
pa
ri
ng
a
n
d
pro
v
i
d
i
n
g
the
l
e
ade
r
s
h
ip
t
o
me
et
c
hal
l
enge
s
in
t
he
se
a
re
as
[
6],
[18]-[2
0
]
.
Un
i
v
ersi
ti
es
a
re
s
t
r
a
t
egi
call
y
l
o
c
a
t
ed
t
o
enha
nc
e
rese
ar
c
h
a
nd
d
e
v
e
l
o
p
m
e
nt
p
r
ogr
a
m
s
for
c
lim
ate
cha
nge
,
i
ncre
as
e
wa
rm
b
o
d
ie
s
p
r
e
p
ared
t
o
e
x
t
e
nd
t
e
c
hni
c
a
l
se
rv
i
c
e
s
,
e
d
u
c
a
t
i
n
g
t
h
e
pu
b
l
i
c
a
nd
p
re
p
a
ring
t
he
c
o
u
n
try
a
n
d
t
o
h
a
v
e
m
e
a
n
in
gfu
l
i
nc
lus
i
on
in
clima
t
e
chan
g
e
p
o
l
i
c
y
de
c
i
s
i
o
n
s.
A
lso,
i
t
is
d
isc
over
e
d
t
h
a
t
a
l
t
h
o
u
gh
m
a
jori
ty
o
f
te
a
c
her
s
d
em
on
s
t
r
a
te
d
sign
ifica
n
tl
y
h
i
g
h
l
ite
rac
y
l
e
v
el
s
re
g
a
rdi
n
g
clima
t
e
c
h
a
n
ge
s
ci
en
ce
,
so
me
g
a
p
s
in
t
ea
ch
e
r
s’
k
no
wle
d
g
e
o
f
clima
t
e
c
h
an
ge
s
c
i
e
n
ce
w
er
e
e
v
ide
n
t
.
C
li
m
a
te
c
han
g
e
sc
ie
nc
e
is
c
h
ara
c
te
riz
e
d
b
y
a
m
ea
sure
o
f
unce
r
ta
in
ty;
and
tha
t
i
nc
id
e
n
ces
o
f
di
se
a
s
es
i
n
s
o
m
e
d
e
v
el
o
p
in
g
co
u
n
tr
ies
ar
e
not
s
o
l
el
y
d
u
e
to
c
lima
t
e
cha
n
ge
[21
]
.
A
ltho
u
gh
the
p
r
e
-
servic
e te
ac
he
rs a
p
p
e
a
r t
o
have
a
s
o
un
d u
nder
s
ta
nd
in
g o
f
t
he ac
t
i
o
ns t
h
a
t w
ill he
l
p
t
o reduc
e
gl
oba
l
w
a
r
m
in
g
a
n
d
a
r
e
w
e
ll
pos
iti
o
n
ed
t
o
i
n
f
o
rm
t
heir
s
t
ude
n
t
s
a
b
o
u
t
the
s
e,
t
he
ir
p
ot
ent
i
a
l
a
s
role
m
ode
ls
migh
t
be
c
om
prom
ise
d
i
f
t
h
eir
ow
n
a
c
tio
ns
a
re
n
o
t
i
n
l
i
ne
w
i
t
h
t
h
e
i
r
un
dersta
n
d
i
ng
[2
2].
A
l
so
,
loca
l
kn
ow
le
d
g
e an
d
pr
act
ice
s
c
a
n
pla
y in
r
e
d
uc
i
n
g
ris
k
a
n
d
i
m
p
r
o
v
i
ng
d
isa
s
t
e
r
pr
epar
ed
ness is now
a
c
k
n
o
w
l
edge
d
by d
i
sas
t
er risk
r
e
duc
ti
o
n
s
pec
i
a
lis
ts [2
3
]
,
[2
4
]
It
is
a
m
ust
t
o
c
on
si
der
ex
og
e
nous fac
t
o
rs
t
hat mi
g
h
t af
fec
t
C
C
educ
a
t
i
o
n
b
y
t
ak
i
ng
in
t
o
a
c
c
ou
n
t
t
ho
se
t
ha
t
ar
e
e
q
ual
l
y
c
a
p
a
b
le
o
f
sha
p
i
n
g
st
ude
nt
s’
p
erc
e
pt
io
n
an
d
kn
ow
le
d
g
e.
T
h
i
s
pr
oce
s
s
is
u
ni
q
u
e
i
n
t
ha
t
i
t
a
ll
ow
s
c
o
mm
un
i
t
ie
s
t
o
i
d
enti
fy
kno
wl
edg
e
t
h
a
t
can
b
e
in
teg
r
a
t
ed
wi
t
h
s
ci
e
n
ce
,
wh
i
c
h
co
ul
d
t
h
en
b
e
fu
rt
h
e
r
di
ss
emin
at
e
d
f
o
r
u
se
b
y
s
cie
n
ti
st
s,
p
r
act
i
tio
ne
r
s
a
nd
po
l
i
cy-
m
ake
r
s,
and
safe
g
u
ard
and
va
l
o
riz
e
t
h
o
se
t
hat
ca
n
n
o
t
be
s
cie
n
ti
fica
lly
ex
p
l
a
i
ne
d.
H
ands-o
n
ac
tiv
itie
s,
t
y
i
ng
i
t
u
p
w
i
t
h
com
m
uni
t
y
s
e
r
vice
s,
h
o
l
di
ng symp
osia
a
n
d
f
or
o
the
r
act
i
v
i
ties
w
o
u
l
d
h
e
l
p t
o
i
ncre
ase
t
h
e
s
e
ma
in
s
t
re
am
i
ng o
f
clima
t
e c
h
an
ge
e
duca
t
i
on.
A
lter
n
a
t
i
v
e
ex
pla
n
a
t
i
o
n
for
the
resu
l
t
s
of
t
h
i
s
s
t
ud
y
mi
g
h
t
be
c
o
nn
e
c
t
e
d
wi
th
t
h
e
a
c
t
u
a
l
p
e
d
a
gog
y
of
the t
e
rt
i
a
ry
e
du
ca
t
o
r
s
of t
h
ese
PS
Ts
.
It
i
s
d
i
ff
i
c
u
lt
to kn
o
w
t
o
w
h
a
t
e
x
t
e
n
t
un
i
v
er
si
ty
e
d
u
cators have
a
d
o
p
t
e
d
a
“b
al
an
c
e
d
”
v
i
e
w
wh
en
p
res
e
n
t
in
g
ma
t
e
ri
al
s
to
P
STs
in
r
el
at
ion
t
o
c
l
im
at
e
cha
nge
a
nd
s
us
tai
n
a
b
i
l
i
t
y
d
e
sp
ite
the
un
ive
r
s
i
t
y
’s
p
ro-e
n
v
ir
on
m
e
ntal
a
n
d
p
ro-c
lim
ate
c
h
a
n
g
e
s
tanc
e
[5].
A
l
s
o,
P
S
T
s
ma
y
ha
ve
l
ac
ke
d
t
h
e
ca
paci
t
y
t
o
in
flue
nc
e
the
i
r
st
ude
n
t
s
in
t
he
f
u
t
ure
,
w
hich
m
ay
l
e
a
d
to
t
h
e
i
r
f
ut
u
r
e
st
ud
e
n
t
s
’
un
en
thisa
s
i
s
tic
rega
rd
f
or
c
lim
a
t
e
c
h
a
nge
,
a
s
pos
i
t
e
d
b
y
Br
o
n
fe
n
b
re
nner’
s
t
h
eor
y
[2
5].
A
ddin
g
t
o
tha
t
i
s
the
me
dia
,
u
p
un
t
i
l
mo
st
r
ec
en
t
times,
p
r
ese
n
t
e
d
a
u
n
d
e
c
i
d
e
d
vi
e
w
o
f
cli
m
at
e
c
h
an
g
e
s
c
i
enc
e
,
w
ith
a
f
ocus
on
re
p
o
r
tin
g
c
l
im
at
e
c
h
an
g
e
s
c
e
pt
i
c
s’
p
e
r
sp
ect
i
v
es
o
n
cl
i
m
a
t
e
ch
ang
e
.
Th
i
s
i
s
so
me
ho
w
a
l
a
r
m
i
ng
si
nc
e
s
o
m
e
s
t
u
di
e
s
s
tr
ongl
y
argue
s
t
h
a
t
s
c
h
oo
l
s
a
r
e
t
he
m
ain drive
r
s
of
t
h
e
g
ene
r
al pu
b
li
c’
s
a
w
a
r
en
e
ss
o
n
cl
i
m
at
e
c
h
an
g
e
.
Cli
m
a
t
e
ch
a
nge
sc
i
e
n
c
e
mu
st
b
e
i
n
co
rpo
r
at
e
d
i
nto
p
r
e-se
r
v
i
ce
t
e
ach
er
t
rai
n
i
n
g
i
f
t
h
e
s
c
i
e
n
c
e
i
s
t
o
b
e
a
c
c
u
r
a
t
e
l
y
a
n
d
appr
opr
i
a
t
e
ly
c
om
munic
a
t
e
d
t
o
sc
h
ool
c
hi
ldr
e
n
a
n
d
ad
o
l
esc
e
n
ts
[
5].
Bu
t
a
l
o
n
g
side
w
i
t
h
t
h
a
t
a
r
e
t
he
f
a
c
u
l
t
y
deve
l
opm
en
t
w
o
rksh
o
p
s
t
o
b
e
c
ond
uc
t
e
d
to
p
r
e
pare
a
nd
e
duc
a
t
e
a
cad
re
o
f
f
a
cul
t
y
f
r
o
m
d
i
f
f
e
re
nt
d
i
s
ci
pl
i
n
es
in
g
lo
ba
l
cl
ima
t
e
sc
ie
nce
li
t
e
ra
cy.
A
n
a
pp
r
o
ach
w
a
s
t
rie
d
a
m
o
n
g
t
he
p
re-se
r
vice
e
d
ucat
ors
an
d
fa
cu
l
t
y
members
[26].
P
r
ogr
am
e
valu
ati
o
n
c
o
n
f
irm
s
t
ha
t
t
h
e
w
o
r
k
s
h
o
p
p
ar
tic
ipa
n
t
s
h
o
w
s
i
m
p
rov
e
d
un
der
s
ta
ndi
ng
o
f
the
w
o
rks
h
op
m
ater
i
a
l
s
b
y
t
h
e
part
ic
ipa
n
ts
i
f
the
y
w
e
r
e
i
n
t
r
od
u
ce
d
fe
w
c
l
ima
t
e
t
o
p
i
c
s
.
L
e
arni
ng
h
ow
t
o
use
han
d
s-o
n
l
e
a
rn
in
g t
o
o
l
s
a
nd p
r
epa
r
in
g less
on
p
lan
s
are
t
w
o
of t
h
e
c
h
a
l
l
enges
su
c
cessful
l
y
i
mpl
e
me
nt
e
d
b
y
th
e
pre-
service
tea
c
her
s
.
This
w
ill
m
u
tua
l
ly
h
e
l
p
the
sc
h
o
o
l
s
cie
n
c
e
teac
he
rs
t
o
lear
n
a
n
d
use
t
h
e
m
a
t
e
rials
pro
v
i
d
e
d
b
y
t
h
e
pr
e-ser
v
i
c
e
t
eac
hers
a
n
d
a
ls
o
pre-
service
t
e
ach
ers
t
o
i
mpro
v
e
t
h
e
i
r
t
ea
ch
ing
ski
l
l
s
o
n
cl
i
m
at
e
c
h
an
g
e
con
t
e
nt
.
3.3
S
o
u
r
ce
s
of
i
n
f
orm
a
tion
of
PS
Ts on
c
l
i
m
a
t
e c
h
an
ge k
n
o
w
l
e
d
ge
Ta
b
l
e
8
s
u
m
m
a
r
izes
t
he
r
esp
ons
es
o
f
the
s
t
ude
nts
as
t
o
t
h
eir
s
o
urce
s
o
f
i
nfor
ma
t
i
on
on
c
lim
at
e
cha
nge
.
It
s
h
o
w
s
t
ha
t
the
r
e
spo
n
d
e
n
ts
g
ot
m
ost
o
f
t
he
i
r
c
li
m
a
te
c
h
a
n
g
e
i
d
e
a
s
i
n
t
h
e
I
n
t
e
r
n
e
t
,
w
i
t
h
t
h
e
e
x
ce
pti
o
n
of
s
o
c
i
a
l
me
di
a
sit
e
s,
s
e
c
o
nd
i
s
pro
g
r
ams
o
n
t
e
l
ev
i
s
i
o
n
a
nd
t
h
i
r
d
in
t
eac
hers.
The
lea
s
t
s
ourc
e
s
t
hey
cho
s
e
w
e
re
p
o
l
i
tic
ia
n,
c
h
u
rc
h
a
u
t
hor
i
t
ies
a
nd
com
m
u
n
ity
e
lde
r
s.
T
he
r
esu
l
t
s
r
eve
a
l
e
d
t
h
at
i
nd
ire
c
t
l
y,
t
he
stude
n
t
s
garne
r
ed
t
he
ir
i
de
a of
c
li
m
a
te
c
ha
n
g
e
t
hr
o
ugh,
p
e
r
h
a
ps
,
scho
o
l
w
o
r
ks.
Bo
th
a
re
as
w
hic
h
a
t
t
ri
bu
t
e
d
to
it
(
tea
c
h
er
s
and
Internet
u
se).
R
o
u
n
d
u
p
to
t
he
t
op
resp
o
n
s
e
s.
W
e
c
a
n
l
o
o
s
e
l
y
say
t
h
a
t
c
l
i
ma
te
ch
ang
e
w
as
p
art
o
f
t
h
e
t
opi
c
s
t
h
e
y
cou
l
d
ha
ve
e
nco
u
n
tere
d
i
n
t
he
i
r
p
ape
r
w
orks,
alt
hou
gh
furt
her
i
nv
est
i
ga
t
i
o
n
i
n
nee
d
e
d
t
o
pr
o
v
e
t
h
i
s
pro
pos
iti
o
n
.
It
a
lso
i
n
dica
t
e
s
stron
g
i
nd
ica
tio
n
o
f
h
ow
i
n
f
lue
n
tia
l
t
h
e
sc
ho
o
l
i
s
i
n
s
ha
pi
n
g
t
he
i
dea
s
o
f
t
h
e
st
u
d
e
nt
s
i
n
c
li
ma
t
e
c
h
a
ng
e.
I
n
t
eg
rat
i
n
g
cl
i
m
at
e
ch
ang
e
c
u
r
ri
cul
um
i
nt
o
preser
vi
c
e
elem
en
tar
y
s
cie
n
c
e
me
tho
d
s
co
ur
se
s
he
lp
i
mpr
o
v
e
a
w
a
rene
ss
i
n
sc
h
ools
[18],
[
26].
O
ve
ral
l
,
st
ud
e
n
t
s
’
v
i
ew
s
abo
u
t
g
lo
ba
l
c
lim
at
e
cha
nge
s
hi
fte
d
t
ow
a
r
d
bei
n
g
m
o
re
c
oncer
ned.
T
h
i
s
i
s
a
s
ig
n
i
fica
nt
r
e
s
u
lt
a
nd
i
m
p
l
i
e
s
t
h
a
t
,
sinc
e
the
s
e
p
r
e
s
erv
i
c
e
t
e
a
ch
e
r
s
wil
l
so
on
b
e
t
e
ach
ing
o
u
r
y
out
h
in
s
ch
oo
ls,
t
hi
s
m
a
y
be
a
g
o
o
d
s
t
a
rt
t
o
overc
omin
g
pu
b
lic
misu
nder
s
ta
nd
i
ngs a
bou
t
glo
b
a
l
clima
t
e
c
h
an
ge.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
119
-
1
26
12
4
Tab
l
e
8
.
S
ourc
e
s of
i
n
f
orm
a
tion
o
f
P
S
T
s
on clim
a
t
e
chan
ge
Sourc
e
s
First
Year
Ra
nk
F
our
t
h
Y
e
a
r
R
a
nk
Ra
nk
Sc
ore
T
O
TAL
R
A
N
K
T
V
84.
7
2
88.
4
1
3
2
Ra
dio
47.
1
7
54.
7
5
12
7
Inte
rne
t
90.
6
1
88.
4
1
2
1
N
e
w
s
pa
p
e
r
50.
6
5
49.
5
6
11
6
Soc
i
a
l
M
e
d
i
a
W
e
b
site
s
72.
9
4
68.
4
3
7
4
Ma
g
a
z
i
n
e
s
30.
6
10
32.
6
9
19
1
0
Pol
itic
i
a
ns
14.1
13
14.7
13
2
6
14
Fa
m
i
l
y
Me
m
b
e
rs
40.
0
8
44.
2
7
15
8
C
hurc
h
A
uthority
15.
3
12
20.
0
12
2
4
13
C
o
m
m
u
n
i
t
y
E
l
d
e
rs
28.
2
11
21.
1
11
2
2
12
Tea
c
h
e
r
s
82.
4
3
76.
8
2
5
3
Sc
hool
m
a
t
e
s
36.
5
9
41.
1
8
17
9
Sc
hool
A
uthor
i
t
y
28.
2
11
30.
5
10
2
1
11
E
nvironm
e
n
t
a
list/Expe
r
t
s
thr
u
Se
m
i
n
a
r
s
48.
2
6
63.
2
4
10
5
O
t
he
rs
3
.
5
0
Th
e
scho
ol
s
sho
u
ld
b
e
eq
uip
p
e
d
with
r
e
l
ev
a
n
t
l
e
a
r
ning
m
a
t
e
r
i
a
l
s
t
o
e
n
sur
e
s
t
ude
n
t
s
ha
v
e
a
n
ac
ces
s
to
c
orre
ct
i
n
f
o
r
ma
t
i
o
n
o
n
c
lim
ate
c
h
an
ge.
T
h
e
t
e
ac
h
e
rs
s
hou
ld
b
e
i
n
-
se
rv
i
c
e
d
t
o
ab
le
t
o
ef
f
ecti
v
ely
t
each
clima
t
e
c
h
a
nge
t
o
p
ic
s.
T
he
i
n
t
egra
t
e
d
e
n
v
i
ro
nm
enta
l
e
duca
t
i
o
n
s
h
o
u
ld
b
e
re
vi
e
w
ed
t
o
i
n
cl
u
d
e
mor
e
c
l
i
m
a
t
e
cha
nge
t
op
ic
s
[2
7]-[2
9
]
.
F
ind
i
n
g
s
poi
nte
d
o
ut
t
here
i
s
t
h
e
ne
ed
f
or
a
n
urgen
t
s
treng
t
he
ni
n
g
o
f
ex
te
nsi
on
ar
m
in
t
erm
s
o
f
cl
ima
t
e
c
h
an
ge
e
duca
t
io
n.
T
h
i
s
w
i
l
l
h
e
l
p
to
a
l
i
gn
t
he
s
t
u
den
t
s’
k
n
o
w
l
e
dge
a
n
d
c
orre
ct
t
he
ir
misco
n
c
e
p
t
ion
s
.
A
nothe
r
a
r
e
a
t
o
be
c
o
n
s
i
d
e
re
d
are
rally
i
ng
c
lim
a
t
e
ch
ange
a
s
s
o
c
i
os
cien
t
i
fic
c
onc
e
r
n
-
a
so
ci
a
l
d
il
emma
s
wit
h
c
on
cep
tu
al
a
nd
t
e
c
h
n
o
lo
gi
c
a
l
ti
e
s
t
o
sci
e
n
c
e
[
30].
Th
e
s
e
issu
es
a
re
c
ont
ro
versi
a
l
i
n
nat
u
re
b
e
c
a
u
se
t
he
y
re
qu
i
r
e
an
i
nd
ivi
d
ua
l
to
d
ra
w
on
pe
rson
al
c
on
te
nt
k
n
o
w
l
e
dge
a
n
d
m
ora
l
r
easo
n
i
n
g
to
cho
o
se
a
p
osi
tio
n
w
i
th
a
n
u
n
cle
a
r
ou
tc
om
e
corr
obor
ate
d
t
h
i
s
b
y
cla
i
mi
ng
t
h
at
t
w
o
i
s
s
ue
s
a
r
e
i
n
vo
lve
d
.
In
effec
t
,
the
c
o
lle
ge
h
as
a
m
or
al
r
esp
ons
ibi
l
it
y
to
r
e-
exam
in
e
e
t
hi
cal
c
on
sid
e
ra
ti
on
s
wh
en
d
e
v
el
opi
ng
l
ess
o
n
s
i
n
v
o
l
vi
ng
c
l
i
m
a
t
e
c
h
a
ng
e
.
E
du
ca
to
rs
s
hou
l
d
a
l
s
o
i
n
vol
v
e
s
tu
d
e
nt
s
i
n
i
de
n
t
i
f
yin
g
a
da
p
t
a
t
i
on
s
t
rate
g
i
es
t
o
c
ope
w
ith
t
he
i
mpa
c
t
s
of
c
li
m
a
t
e
c
han
g
e
[31]
,
[3
2].
The
y
s
h
o
u
l
d
pro
v
i
d
e
o
p
p
o
r
t
u
ni
t
i
es
f
or
t
he
s
tu
de
nts
t
o
e
val
u
a
t
e
impa
ct
s
o
f
c
li
m
a
te
c
ha
n
g
e
a
nd
cr
eat
e
m
o
d
e
ls
o
n
how
t
o
a
d
ap
t
to
t
h
e
ch
ange
.
Ed
uca
t
or
s
sho
u
l
d
n
o
t
li
m
i
t
t
h
e
i
r
prese
n
t
a
ti
on
s,
i
ns
t
r
uct
i
on
s
an
d
teac
h
i
n
g
s
on
d
a
ily
t
em
pera
t
u
r
e
or
d
ai
l
y
w
e
a
t
h
er
c
on
d
i
t
i
ons
b
u
t
o
n
g
l
ob
a
l
d
a
t
a
.
A
s
a
l
s
o
na
rra
te
d
i
n
t
he
ear
li
er
a
na
l
y
sis,
i
nt
e
g
r
a
te
d
or
h
o
list
i
c
ap
proac
h
e
s
t
o
pr
ogr
am
d
esi
gn
ha
ve
a
l
s
o
bee
n
show
n
to
c
re
ate
bet
t
er
o
p
por
tu
n
ities
for
c
o
mm
un
i
c
at
i
on
be
t
w
e
e
n
PS
Ts
a
nd
t
h
e
c
u
rricu
l
u
m.
S
om
e
rec
o
mm
ends
a
n
in
t
e
grate
d
a
ppr
oa
ch
i
n
progr
am
d
e
s
i
gn
t
h
a
t
i
s
m
o
r
e
re
f
l
e
c
t
i
v
e
of
a
n
au
th
en
ti
c
t
e
a
c
h
i
ng
situa
t
io
n
w
h
ere
disc
i
p
l
i
ne
s
ove
r
l
ap
t
h
a
t
a
c
once
p
t
u
a
l
fra
me
w
o
rk
t
hat
pr
omotes
a
f
r
a
gm
ente
d
te
ac
h
e
r
educ
a
t
i
o
n
pro
g
r
am [33]-[35]
.
C
u
rre
ntly,
t
h
e
rela
t
e
d
go
v
e
rn
m
e
nt
a
ge
nc
ies
are
com
m
i
t
t
e
d
i
n
in
f
orm
i
ng
t
he
pub
l
i
c
a
bou
t
c
lim
at
e
cha
nge
.
F
l
ags
h
ip
p
ro
gr
am
s
i
n
clu
d
es
K
LI
MA
a
nd
E
a
rth
H
our
[
3
6
].
B
u
t
m
uch
has
to
b
e
d
one
t
o
trick
l
e
th
i
s
glar
in
g
c
o
nce
r
n
dow
n
t
o
t
he
p
ub
l
i
c
.
T
her
e
i
s
a
l
so
a
s
tro
n
g
re
co
mmen
da
t
i
o
n
t
h
at
t
h
e
H
EIs
sh
oul
d
in
c
l
ud
e
clima
t
e
chan
g
e
a
ware
ness
or
s
usta
i
n
ab
le
d
e
v
el
o
p
m
e
nt
a
s
pa
rt
o
f
t
h
e
P
h
i
l
i
p
pine
e
d
u
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,
[
3
8
]
.
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a
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S
T
s
o
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c
l
i
m
a
te
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e
duca
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o
n.
F
ur
t
h
e
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t
ra
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tu
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t
s
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teac
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a
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a
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istra
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on
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uch
nee
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d
.
A
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know
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P
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fut
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s
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t
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ry
. In
s
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pi
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t
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on cl
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ill rea
lly
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in o
ur
c
om
bat
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s
t g
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a
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w
arm
i
ng.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
Pre
-
service
te
a
c
hers’
inc
l
usi
o
n
of
cl
im
a
t
e ch
an
ge ed
uca
t
i
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n
(Ronne
l Jose
p
h
T
.
Com
p
e
t
en
t
e
)
12
5
ACKNOW
LEDG
E
MEN
T
S
The
a
u
t
h
or
w
oul
d
l
i
k
e
t
o
e
xt
end
his
gr
at
itu
de
t
o
th
e
O
f
fi
c
e
o
f
Ac
adem
ic
V
ice
Pr
esiden
t
Resea
r
c
h
Di
vi
si
on
fo
r
the
h
e
l
p
ext
e
nd
e
d
t
o
cond
u
c
t
thi
s
st
u
dy
.
REFE
RENCES
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h
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K
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,
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e
P
aris
A
g
r
e
e
m
e
n
t
o
n
Clim
ate
Ch
ang
e
I
s
O
fficia
l,"
Now
W
h
at
?
.
New Yor
k
Times
,
pp
.
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3
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Retri
e
v
e
d
f
r
om
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ttp
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w
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.
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e
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m
/
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16/1
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b
u
si
ness/en
er
gy-en
vi
ron
m
ent/
paris-clim
ate-chan
ge-
agreem
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-
of
fi
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i
al-n
ow
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htm
l
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01
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P.,
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72%
o
f
F
ilipinos
'
v
e
ry
c
oncerned'
ab
out
cl
imate
ch
an
ge
–
s
urv
e
y,
"
Ra
ppl
er
,
Re
tri
e
ved
N
ovem
b
er
a
n
d
Decem
ber
201
6 h
t
t
p
/
w
w
w
.rappler.
c
o
m
/en
v
i
r
o
n
men
t
/
F
ili
p
i
no
s_
ve
ry_
c
on
cern
e
d_
a
b
o
u
t_
cli
m
a
t
e_ch
ang
e
, Au
g
2
01
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[3]
Daw
n
so
n,
V
.,
a
nd
C
ars
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n
,
K
.,
"
A
u
st
ra
li
an
s
eco
nd
ary
sch
ool
s
t
u
d
e
nts'
u
n
d
e
rsta
nd
in
g
of
c
lima
t
e
c
h
a
n
ge
,"
Te
ac
hing
Sci
e
nce
, vo
l
.
59
(
3
),
p
p.
9-1
4
, 2
01
3.
[4]
Bråten,
I.,
St
rø
m
s
ø,
H
.
,
a
nd
S
alm
e
rón,
L
.
,
"
Trus
t
and
mi
s
t
rust
when
s
tuden
t
s
read
m
ulti
p
l
e
i
n
f
o
rm
ation
so
urces
a
bo
ut
c
l
i
m
a
te
c
han
g
e,
"
Le
arning
An
d Instruc
tion
,
v
o
l.
2
1(2),
pp.
1
8
0
-19
2
,
[Onli
n
e
]
a
vailabl
e:
ht
tp:/
/dx.
d
o
i.
org/10
.
1
016
/j
.learn
i
n
s
t
r
u
c
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2
010.
0
2
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002
,
2
0
1
1
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[5]
Boo
n
,
H.,
"P
re-S
erv
i
ce
T
eacher
s
an
d
Clim
ate
Ch
ang
e
:
A
St
ale
m
ate
?,
"
A
u
s
t
ralian
Jou
r
na
l
O
f
Tea
c
her E
d
u
c
at
io
n
,
v
o
l.
4
1
(
4),
pp
.
3
9
-
6
3
,
[On
l
i
ne
] a
v
a
i
la
ble
:
h
ttp
:
//d
x
.d
oi
.
o
rg
/1
0
.
1
4
2
2
1
/
a
jt
e
.
20
16v
41n4
.
3
,
20
16
.
[6]
P
e
rez,
R
.,"
C
lim
ate
Ch
ange
i
n
the
Ph
ilip
pi
n
e
s
,
"
De L
a
Sal
le U
n
i
versity Symp
os
iu
m
i
n
t
h
e E
c
ono
mi
cs
o
f
Cl
im
ate
Ch
an
ge
in S
o
u
t
he
a
s
t
As
ia
,
Ret
r
ie
ved
f
r
om
ht
tp:/
/ww
w
.
d
ls
u.ed
u.
ph/
research/
cent
e
rs/ak
i
/
_
p
d
f/_con
f
e
rences/
c
lim
ateChan
g
eP
resen
t
at
ion.
p
d
f
,
2
009.
[7]
Com
m
issi
on
o
n
H
i
gher
Edu
cati
on,
"
In
teg
r
atio
n
o
f
E
n
v
i
r
o
n
m
e
n
t
al
E
du
cati
o
n
in
t
h
e
T
ertiary
Ed
ucati
on
Curricul
u
m
,
"
20
09.
[8]
Bun
t
en,
R.
a
n
d
D
awn
s
on
,
V.,
"
T
ea
ch
in
g
cl
im
ate
chan
g
e
s
cienc
e
i
n
s
en
ior
secon
d
ary
sch
o
o
l:
Is
s
u
es,
barri
ers
and
op
po
rtun
ities
,
"
Teachi
ng
Sci
e
nce
,
v
o
l
. 60
(
1)
, 1
st
s
er.,
p
p
.
1
0
-3
8,
2
01
4.
[9]
Ni
b
a
lvo
s
,
A.
V.
,
Pinaro
k,
N
.
A
.,
a
nd.
Dala,
D.
,
"Integ
rati
on
O
f
C
l
im
ate
Chan
ge
T
o
p
ics
In
T
eachi
n
g
S
c
i
e
nce-Relat
e
d
S
u
b
j
ects
At
E
astern
S
am
ar
S
ta
t
e
U
ni
versi
t
y
–
Bo
rong
an
C
am
pus
,"
I
m
p
e
r
i
al
J
o
u
r
na
l
O
f
I
n
t
e
r
d
i
s
c
i
pl
i
n
ar
y
R
e
s
e
a
r
ch
,
v
o
l.
2
(1
0),
20
16
.
[10]
Clark
, B.,
"
P
u
tting
th
e pieces t
ogeth
er in
a
wo
rki
n
g
m
o
d
e
l,"
T
r
a
n
s
f
o
rmi
ng Ed
ucati
o
n
, v
o
l
. 4
4,
1
98
8.
[11]
Dav
e
y
K.
,"
E
x
p
e
rient
i
al
L
earni
ng
(
Ko
lb),
"
i
n
L
e
ar
ni
ng
Th
e
o
r
i
es
,
Re
tri
e
ved
f
r
oom
h
t
tps://www.learning-
th
eories
.com/
e
x
p
erient
ial
-
learn
i
ng
-ko
l
b
.
h
t
ml, 2
0
0
7.
[12]
Garci
a
,
M.
a
nd
G
arcia, M
.,
"Need
f
or
E
nv
ironment
a
l Lit
e
racy,
"
Phi
lippi
ne Da
ily Inqui
rer
,
Ret
r
ieved
M
a
rc and
A
pr,
20
17
,
f
r
o
m
h
tt
p
:
//
op
in
i
on.
in
quirer.
n
e
t/
978
33/n
eed-f
or-en
v
i
r
on
m
e
n
t
al
-lit
eracy,
Oct
2
0
1
6
.
[13]
Doelle,
M
.,
"Int
egrati
on
a
mo
ng
G
l
o
b
a
l
E
nviron
m
en
t
a
l
Regi
m
e
s:
L
e
ss
on
s
L
earned
fro
m
Clim
a
t
e
Chan
ge
Mi
t
i
gation
,
"
S
S
RN El
ectro
n
i
c Jou
r
n
a
l
, Retr
i
eved
from htt
p
://dx
.
do
i.or
g/10
.2139/ssr
n
.2173244,
2
009
.
[14]
Ov
ersby
,
J
.,
"
Teach
ers’
L
e
a
rn
in
g
ab
out
C
lim
ate
Ch
ange
E
du
c
a
tion
,"
Proc
e
d
ia
- So
c
i
al An
d
Be
ha
v
i
oral Sc
ie
nc
e
s
,
vo
l.
167
,
p
p
.
23
-27,
R
etri
eved
from
h
ttp
://d
x.
d
o
i
.
o
r
g
/
1
0
.
1
01
6
/
j
.
s
b
s
pro.
201
4.
12.
637,
2
01
5.
[15]
Eff
e
n
e
y,
G
.,
a
nd
D
a
vi
s,
J
.,
"
Educat
io
n
f
o
r
Sus
t
ain
a
b
i
lity
:
A
Ca
se
S
t
udy
of
P
re-servi
ce
Prim
ary
Teacher
s
'
Kn
owl
e
dg
e
an
d
Eff
i
cacy,
"
Au
str
a
lia
n J
o
ur
n
a
l Of T
e
ach
e
r
E
d
u
c
ati
o
n
,
vol
.
3
8
(5
),
[
Onli
ne
]
avail
a
b
l
e:
ht
tp:/
/dx.
d
o
i.
org/10
.
1
422
1/
ajt
e
.
2013
v38
n5
.
4
,
20
13.
[16]
Villa
n
u
e
va
,
G
.,
"
T
he
E
xte
n
t
o
f
I
nt
egrati
on
o
f
E
n
v
i
ro
nm
en
t
a
l
Ed
u
c
a
t
io
n
in
t
he
C
u
r
r
i
c
u
lu
m
o
f
M
iriam
College
H
igh
S
c
ho
ol,
"
T
h
e Int
e
rn
atio
na
l
Jo
ur
na
l Of
S
u
stain
a
b
ili
ty
Ed
uca
t
i
o
n
,
v
o
l.
8
(1),
p
p.
4
7-61,
[
On
li
ne
]
avail
a
bl
e
:
ht
tp:/
/dx.
d
o
i.
org/10
.
1
884
8/
23
25-1
2
1
2
/
c
gp/
v0
8
i
01/5
530
5,
2
0
13.
[17]
Com
m
issi
on
on
Hi
g
h
e
r Ed
ucati
o
n
.
(
2
011
).
H
ig
her
E
ducatio
n
Re
fo
rm
Age
nd
a
(
2
0
1
1
-
20
15
).
[18]
Bernardo
,
E.
,
"Cu
r
ri
cul
u
m
En
hanc
e
m
ent
and
B
i
o
d
iversity
[
Ab
st
ra
c
t],"
Isa
b
el
a St
a
t
e
U
n
i
v
e
r
s
ity Jou
r
n
a
l
,
Retr
ieved
F
e
b.
a
n
d
M
arch
, 2
01
7.
[19]
Lawas,
T
.,
Co
l
a
d
i
l
l
a,
J
.
and
Esp
a
l
d
on
,
M.
V.
,
"Ro
l
e
of
S
CU
s
i
n
t
he
P
h
i
li
pp
in
es
i
n
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:
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a
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d
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i
o
n
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o
licy
i
n
th
e
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h
i
l
i
p
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i
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eg
ratio
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lim
a
t
e
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h
a
n
ge
i
n
t
o
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Se
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i
o
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e
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o
nd
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r
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hool
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nce
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u
rriculum
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n
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igeri
a
,"
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t
mo
sp
he
ric
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d
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l
i
m
a
t
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n
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re-S
erv
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i
te
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u
re
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eview
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xisting
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n
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l
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her Ed
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rat
i
n
g
l
ocal
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nd
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d
i
g
en
ou
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k
nowled
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i
th
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e
nce
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dro
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met
e
oro
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ical
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ri
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educt
i
o
n
a
nd
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l
im
at
e
ch
ang
e
a
d
a
pt
atio
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d
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esson
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rom
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h
ree
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i
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econ
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c
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s
u
stai
na
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l
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dev
e
lop
m
ent,
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ter
nat
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ur
nal
Of
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vir
onmen
t A
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xpe
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v
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tal
M
a
na
ge
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t
Bu
re
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t o
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En
v
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t
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tu
ral
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s
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t/
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all
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es
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co
nom
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N
a
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l
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O
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Cli
m
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Chan
ge:
Im
pli
cati
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s
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n
Th
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K-1
2
S
c
i
e
nce
Int
e
rdiscip
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n
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In:
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n
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a
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lan
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S
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re,
2
01
3
BIOGRAPH
Y
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F
AUTHOR
Ro
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