ABSTRACT

Climate change education as a mitigation strategy for climate change is contingent on the effectiveness of the curriculum. Humans are identified as the main contributor to climate change, either solely or in part. An increase in temperature is the most likely result of climate change. This chapter examines published work about how much students know about climate change and report the results of a study conducted to determine the level of understanding of students in Singapore about climate change. It provides cues for educators to revisit the pedagogies in teaching climate change, focusing on relating the reality and relevance of the issue. The need for effective teaching strategies to bring the issue of climate change into the class-room is vital. It has been the trend that climate change, particularly global warming and the greenhouse effect, is integrated into existing school subjects. The performance task was composed of questions that drew out students' understanding about basic climate change concepts.