Enhancing Conceptual Understanding of Climate Change in Non-Science Preservice Teachers Using DIY Model Kits
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Abstract
Climate change education is critical for improving climate literacy; however, non-science preservice teachers often hold persistent misconceptions that limit their instructional readiness. This study examined the effectiveness of low-cost DIY Model Kits in enhancing conceptual understanding of climate change among 45 non-science preservice teachers with limited exposure to climate science. Participants engaged in three inquiry-based activities via DIY model kits addressing greenhouse gases and the greenhouse effect, global warming and urban heat islands, and climate change–related natural disasters. The experimental models revealed clear cause–effect patterns, including progressively greater temperature increases with increasing CO₂ concentration, minimal temperature change in non-greenhouse gas conditions, and higher heat accumulation in built environments compared with vegetated models. The statistical methods used for data analysis were clearly specified, including the dependent samples t-test and normalized gain. Conceptual understanding was assessed using 10 items of the Conceptual Test of Climate Change (CTCC) through a one-group pretest–posttest design. Results showed a statistically significant increase in total CTCC scores from 28.64% (mean = 8.02, S.D. = 2.59) on the pretest to 84.93% (mean = 23.78, S.D. = 2.27) on the posttest (p < 0.05), with a high normalized gain (<g> = 0.79). These findings demonstrate that inquiry-based DIY model kits can effectively support conceptual change and strengthen climate literacy among non-science preservice teachers.
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