Investigating Omani In-service Science Teachers' Perception of Climate Change, Climate Change Anxiety Level and its Relationship with their Teaching Practices
Bibliographic record
Abstract
This study examines 450 Omani in-service science teachers' (ISSTs) perceptions and anxiety about climate change and its corresponding impact on their teaching practices. An online questionnaire was applied to the Omani ISSTs. It consisted of 31 questions pertaining to six domains: perception of climate change, reported level of climate anxiety, level of stress caused by climate change, the impact of climate anxiety on cognitive functioning, the impact of climate anxiety on physiological function, and teaching practices pertaining to climate change. Descriptive and ANOVA statistical analyses showed that Omani ISSTs’ perception of climate change was affected by their science specialization but not their gender. The findings suggest that the Omani ISSTs had a high level of anxiety about climate change. Their teaching practices pertaining to climate change are significantly negative related to both their perception and level of climate change anxiety. Keywords: Science, in-service teachers, climate change anxiety, perception of climate change. مستخلص الدراسة هدفت الدراسة الحالية إلى الكشف عن تصور معلمي العلوم العمانيين أثناء الخدمة ومستوى قلقهم من تغير المناخ وعلاقته بممارساتهم التدريسية. وللتحقق من ذلك طُبقت استبانة إلكترونية عبر جوجل فورم على 450 معلمًا عمانيًا من معلمي العلوم أثناء الخدمة. وشملت الاستبانة 31 عبارة في ستة محاور، هى: تصور المعلمين لتغير المناخ، ومستوى القلق المدرك من تغير المناخ، ومستوى الإجهاد الناجم عن تغير المناخ، والتأثير المعرفي لتغير المناخ، والتأثير الفسيولوجي لتغير المناخ، وتأثير تغير المناخ على الممارسات التدريسية لدى معلمي العلوم أثناء الخدمة. وقد أظهرت نتائج التحليل الوصفي والإحصائي باستخدامANOVA أن التخصص العلمي الدقيق لهؤلاء المعلمين كان له أثر في تصورهم، وكذلك في مستوى قلقهم من تغير المناخ. كما أن معلمي العلوم العمانيين أثناء الخدمة لديهم مستوى عالٍ من القلق بشأن تغير المناخ. وكشفت الدراسة أيضًا عن وجود علاقة ارتباط سالب بين الممارسات التدريسية المتعلقة بتغير المناخ وكل من تصور ومستوى قلق المعلمين من تغير المناخ.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".