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Abstract
The aim of the present study was to gain an insight into French young people’s conceptual development regarding the greenhouse effect. Because this effect cannot be directly manipulated, we can assume that its conceptualization is mainly shaped through the sharing of information. Eighty French students from Grade Seven through to adulthood responded to statements in a questionnaire on the greenhouse effect’s causes, consequences and solutions. Unlike in previous studies, participants were asked to justify their choices, as some of the statements were quite complex. Results showed that performances improved with grade, mainly between Grade Nine and adulthood, although participants continued to have a weaker grasp of the causes of the greenhouse effect than of its consequences and solutions. Participants’ justifications also showed that they misunderstood some of the statements.
Acknowledgments
We thank the teachers and pupils from Saint-Jean Baptiste de la Salle middle school, the high school students and the adults for taking part in the present study.
Funding
The author(s) received no specific funding for the present research.
Notes
1. KMO > .90 = very good fit between statements and latent factors; .80 < KMO < .90 = good fit between statements and latent factors; 60 < KMO < .70 = weak fit between statements and latent factors; KMO < .60 = inadequate fit and EFA should not be taken into account (Bourque, Poulin, and Cleaver Citation2006).