Hello, Dear Cli-Mates! Pre-Survey Analysis For Students

HELLO, DEAR CLI-MATES! ERASMUS+ (KA229) & eTWINNING PROJECT

PRE-SURVEY FOR STUDENTS REPORT ANALYSIS

Hello, Dear Cli-Mates! is an Erasmus+ KA229 project and it is also carried out along with an eTwinning project with more schools from partner countries to support dissemination of our project goals.

The partner countries are Romania, Italy, Spain and Turkey.

The survey was conducted in Google Forms by Turkey (Özlem Çelik) as for task distribution in the project form.

The survey link was shared in Twinspace, school website and Whatsapp groups and project website, as well.

The survey was conducted to reveal the profile and background knowledge of partner students in the project as a pre-test.

There are 15 questions in the survey to evaluate the students’ background knowledge about project topic and goals and their profile.

104 students answered the survey from 10 schools in partner countries.

The graphics are provided below with percentages and numbers of students for each question and option.

The post-survey will be applied at the end of the project to reveal to what extent the students improved their experience and background knowledge regarding project goals related to climate change.

THE END Özlem ÇELİK (Turkey)

QUESTION 1

According to the data analysis, the majority of the students who will be involved in our project activities are between the ages of 11-13 in our project. There is no 14-16 aged students as in line with our project form.

QUESTION 2

Approximately 70%, 72 of our students stated that they have joined eTwinning before.

32 students revealed that they did not join any eTwinning Project before. So, it will be easier to collaborate with experienced students because they are more familiar with the lay-out and rules in Twinspace. The students will follow and do the activities in Pages and Forum more independently. On the other hand, 32 students will meet a new educational platform and they will be supported with the guidance of their teachers, and coordinators and experienced project partners. Also, accordingly, clear Twinspace lay-out and rules sections have been provided for them.

QUESTION 3

Almost all of our students join our project from public school as in line with our project form. 2 of the students are from a private school from Portugal who joined our eTwinning project as a new partner.

QUESTION 4

63 of our students study at a city school and 41 of them are from a village school. The diversity will support the inclusive aspect of our project. The students will collaborate together and learn from each other via meetings and mix-school and mix-country teams.

QUESTION 5

64 students study at secondary school level while 39 students are at primary school which corresponds to our project criteria in both Erasmus+ and eTwinning project forms. The students should be taught about climate change and global issues at younger age so our project will more fruitful to educate conscious citizens with to the point activities beginning from primary school level. Just one student voted for high school level which is more probably by mistake.

QUESTION 6

We provided Climate Change, Deforestation, Pollution, Extinction of animals and Drought as 5 different global problems in the form. 51 students (49%) see all of them

as important issues in the world. 30 of them also pointed climate change as a big problem. It means 81 students see climate change as a threatening environmental issue on Earth. 11 students think pollution is more important than other environmental problems while 8 of them see extinction of animals more vital. Just one student regard drought as a big issue. Considering all project activities and goals, we aim to equip our students with the knowledge that climate change is the most serious problem that we face today and all the other options are strongly related to climate change.

QUESTION 7

72 out 104 students stated that they took part in environment-oriented projects whereas 32 of them did not join any environmental projects. It mean we have experienced and non-experienced students in our project. The activities will help the students learn from each other and 32 students will improve their background knowledge during the project.

QUESTION 8

62 students revealed that they know what climate change means while 37 students out of 104 have a little information about it. Just 5 students did not know what climate change means. Actually, it is not possible to figure out to what degree the students are knowledgeable about climate change. The final survey question will reveal the background knowledge about what climate change means to them in a more detailed way. See question 15.

QUESTION 9

According to the data above, TV and Radio news, School activities, social media, documentaries and family factors are more effective tools and ways to get our students more conscious about climate change. Therefore, we should put more emphasis on using these web tools and family integration in carrying out our project activities and dissemination.

QUESTION 10

Among all the topics related to climate change, most of the students claimed that they know global warming (52,9%) and recycling (51%) well. However, just 7 students know carbon footprint and 18 students are aware of greenhouse effect, which are two vital issues in understanding and fighting against climate change. While 16 students stated to be aware of all aspects whereas 3 of them had no information about any of the topics above. We aim to increase the rate of the students with our project activities (e.g lesson plans, experiments, exhibitions) with cooperation and collaboration. The diversity on the students’ background knowledge will be improved and raised to a higher rate at the end of the project.

QUESTION 11

38,5% of the students had just a little information and 36,5% of them said to have no information about what Sustainable development Goals and Climate Action are apart from 26 students. It is clear that the students have not sufficient background information about European policies about climate change. The relevant project activities such as lesson plans, research, presentations and group works will increase this rate at higher levels at the end of the project.

QUESTION 12

The data indicated that 96 students learned about climate change though school–based activities which shows the school activities have important roles in raising citizens with an awareness on what climate change is, what are its effects and how we can cope with its damaging effects for our future life.

QUESTION 13

92 students believe that they can cope with climate change in collaboration with their friends. It is nice and important to understand that students are motivated and see the climate change as a handleable issue. Just 12 of the participants do not believe the collaboration will be effective in overcoming the causes and effects of climate change.

The success in carrying out project activities will strengthen the motivation of these students in the power of collaboration and cooperation against the adverse effects of climate change throughout the world.

QUESTION 14

KA229 and eTwinning projects as important parts of Erasmus+ projects support the development of intercultural awareness and relationship. According to the chart above, 101 students are willing to learn about different cultures and that is, maybe they have no cultural bias. The students’ meetings and cultural activities will enable our students the chance to meet new friends and cultures during the project. The students will be more motivated to collaborate and do the activities more effectively. Just 3 students stated to be not motivated towards learning diverse cultures and meeting friends. The group activities will be useful for these students to overcome their bias such as cultural, mix-school and mix-country teams activities. We will pay regard to individual differences in our project activities, as well.

QUESTION 15 Our final survey question is an open-ended question to reveal what the students really know about climate change. Here are the answers:

The students mostly mention the change in weather conditions (e.g. melt in glaciers, increase in temperature), causes such as pollution, depletion of ozone layer and so on regarding what climate change means to them. The majority of the students are aware of the fact that climate change should be stopped because it has negative effects in life on earth for all living beings not only humans. Some students even asked for guidance on how to stop it. It is great to see the students are motivated to learn about climate change and how to fight against it. This data implies that the students will benefit from our project activities at high level.