Effects of Learning Action Cells among Elementary Teachers' Level of Awareness on Climate Change Education

Abstract

Climate change from a global perspective unequivocally accepts that humans are the primary cause of this phenomenon. A professional development program or learning action cell (LAC) must be designed and implemented to promote programs and practices vis-à-vis climate change. Hence, learning action cells (LAC) followed the theory of experiential learning as modeled by Kolb (1984) with a novel perspective conducted among elementary teachers at the Schools Division Office-City of San Pedro. It described the level of agreement regarding global warming and climate change; the level of knowledge on related issues of climate change; the level of agreement and disagreement on climate actions; the significant effect of learning action cells; and the role of education in addressing climate change. The study was a concurrent triangulation design, using a descriptive-survey and a narrative approach. Convenient sampling was employed with twenty-one teacher-respondents. Descriptive and inferential statistics were used to analyze quantitative data and a narrative approach for qualitative data. A paired t-test was used to test the significant effect of LAC using IBM SPSS Statistics version 20. The results indicated that LAC on climate change has a significant effect on the level of agreement on global warming and climate change, the level of knowledge on related issues of climate change, and the level of agreement and disagreement on climate actions. The role of education includes the following themes: (a) from integrating climate change to integrating climate change towards application; (b) empowering and engaging learners to lead, train, and emphasize climate change to learners; and (c) educating people to act for better results.