Chinese Journal of Science Education

Abstract

This study used a writing strategy to collect data on the understandings of greenhouse effect, ozone layer depletion, and acid rain from a group of non-science majors in college (N = 43). Qualitative methods such as the establishment of a coding system, and formation of rating criteria were adopted for analyzing the narratives. This study also used follow-up interviews to assure correct interpretation of meaning provided by respondents. The results revealed that the understandings of respondents about three global environmental issues were low if compared with desired responses. Statistical data also showed that respondents’ mean score on ozone layer depletion was significantly higher than that on greenhouse effect. There were several misconceptions noted on three issues. More respondents (N = 17) presented a misleading framework. They said: “Greenhouse effect was caused by the extra UV light approaching the earth due to the ozone layer depletion.” Only two students indicated the surface water was contaminated first, and then such water evaporated to become acid rain in the atmosphere. Another kind of misleading framework was that ozone layer depletion made the rain acidified (N = 1). Comparatively, there was no misleading framework showed by the respondents about ozone layer depletion. Moreover, respondents usually used ambiguous words as substitute for special terms with which they were not sure familiar. When using some correct items, they, unfortunately, added some other incorrect ones. Furthermore, air pollution and the gases expelled by factories and vehicles were looked as common causes of the three environmental issues. If judged according to Bybee’s definition of scientific literacy, the respondents’ level of understanding about these three global environmental issues is on the level of nominal scientific literacy. Therefore, this study suggests several educational strategies and future research to improve scientific literacy of non-science students.

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