The use of hidden curriculum in the interpretation of climate change on infographics in higher education students

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Published: 2016-07-01
DOI: https://doi.org/10.17163/alt.v11n2.2016.04
Keywords:
Environmental education, climate change, hidden curriculum, infographics.

Main Article Content

Abner Colón Ortiz
https://orcid.org/0000-0002-2852-0038

Abstract

The importance of environmental issues is evident deemed climate change to educate students. The main purpose of this study was to explore the interpretation of climate change on infographics in higher education students using the hidden curriculum. To achieve the purpose, a content analysis was performed to analyze the infographics that present students before (diagnostic) and after (formative) to use a hidden curriculum concepts of climate change in a course of General Biology. The study was conducted was a qualitative content analysis approach. The sample consisted of undergraduate students of an institution of higher education in Puerto Rico who took a course in General Biology.
The results of the content analysis reflected that 81% of students had some misconceptions of climate change at the beginning of the course. Then offer the course General Biology and integrate concepts of climate change with a hidden curriculum, students downplayed their erroneous concepts to 9%. Therefore, we conclude that concepts should be integrated in climate change science courses for better environmental education. This explains why there is a need to educate students on climate change as recommended by the state and international agencies. So states to consider the potential of universities to develop environmental education and close collaboration between institutions of higher education as well as established the United Nations Educational, Scientific and Cultural Organization.

 

Article Details

Issue
Vol. 11 No. 2: (july-december 2016) Concerns of Higher Education in the Ibero-American context
Section
Central Theme
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References

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