Identifying Climate Literacy Competencies: A Delphi Study at the Middle School Level

Abstract

This study aimed to identify climate literacy competencies for middle school students. The study used a descriptive survey design. The data were collected using the Delphi method. Climate literacy competencies for middle school students were identified through Delphi questionnaires administered in three rounds. A panel of experts in social studies, geography education, and climate science participated in the Delphi applications. The number of experts was changed in each round. Four basic levels were defined for the selection of Delphi panelists. Each level was divided into two categories so that a more detailed and comprehensive approach to expert selection was used. Measures of central tendency (mean, median, and mode) and central dispersion (standard deviation and interquartile range) were used in the data analysis to reveal the general judgment of the panelists. Expert opinions were analyzed according to the criteria defined within the scope of the study and climate literacy competencies were identified for middle school students. A 70% consensus was achieved on the entire Delphi procedure among the panel of experts. The results of the three-round Delphi exercise showed that climate literacy competencies that middle school students should have consist of six categories and the items thereof. Accordingly, these categories are “concepts related to climate”, “basic knowledge of climate”, “knowledge of national and local climate”, “relationship between climate and life”, “skills”, and “attitudes and values”.