Comparing knowledge about greenhouse effect and ozone layer among Norwegian pupils finishing compulsory education in 1989, 1993 and 2005

At the beginning of United Nations Decade of Education for Sustainable Development (2005-2014) greenhouse effect and ozone layer have been media-focused topics for more than two decades. During the same period Norwegian compulsory school have had three national curricula with implementation started in 1974, 1987 and 1997, and will have a new from 2006. The 1974-curriculum did not include the topics greenhouse effect and ozone layer at all. In 1987 one minor topic was “Weather and climate change”, not using the concept ‘greenhouse effect' in the description. The ozone-problem was no topic. In 1997-curriculum grade 10 (age 15-16) “pupils should have the opportunity to learn about the greenhouse effect and the effects of the ozone layer”. In media-focused topics like this, informal learning from media could be at least as important as formal learning. The research question was: Have there been any development in knowledge about greenhouse effect and ozone layer among pupils finishing compulsory education during 1989-2005 – with shifting curriculum content and trends in increased media focus as background?

To shed light on the question, the same questionnaire have been used, as a part of bigger projects, in 1989 (n=348), 1993 (n=354) and 2005 (n=440). On the two first occasions almost half the pupils mix or change elements of the two effects. In 2005 this trend is from bad to worse. At the same time pupils' specific knowledge about some greenhouse effect elements have improved. The presentation will discuss ‘why'. Given the trends are true, what recommendations would be optimal promoting education for sustainable development with regard to increased greenhouse effect and ozone-problems?