<p>  </p> <p>Prior research on Indiana secondary science teachers’, students’, and parents’ behavioral intentions towards teaching and learning about climate change is inadequate. Therefore, this study investigated the following four research questions: RQ1. What are secondary science teachers’, students’, and parents’ perspectives on teaching and learning about climate change based on the Theory of Planned Behavior (TPB) components of climate literacy that may influence their behavioral intentions? RQ2. Is there a difference in the mean climate literacy between Indiana science teachers, students, and parents? RQ3. How do the TPB components of climate literacy influence Indiana secondary science teachers’ and students’ “behavioral intentions” to teach about climate change and its impact on Indiana? RQ4. Does the TPB model demonstrate the impact of climate literacy components on Indiana secondary science teachers’ behavioral intentions to teach about climate change and its impact on Indiana? To investigate participants’ climate literacy, a Qualtrics survey was developed that measured the five determinants of climate literacy based on the Theory of Planned Behavior (TPB): attitude, subjective norms, perceived behavioral control (PBC), knowledge, and behavioral intentions of teaching and learning about climate change. The survey contained both quantitative and qualitative components (QUAN + qual), with closed-ended (QUAN) items serving as primary data sources and open-ended (qual) items serving as secondary data sources. A total of 115 secondary science teachers, 39 secondary science students (6th to 12th grades), and 12 parents were sampled. Survey results indicated that teachers, students, and parents had gaps in their scientific knowledge and held disbelief about climate change and its impact on Indiana, indicating a lack of climate literacy. Regression and path analysis of teachers’ responses found that both attitudes and PBC have a significant (<em>p</em> <.001) influence on teachers’ behavioral intentions towards teaching about climate change. Students’ regression analysis results showed that attitude is the only significant (<em>p</em> <.001) predictor of their behavioral intention to learn about climate change. The ANOVA results revealed a statistically significant (<em>p</em> < .001) difference in the mean climate literacy between groups (teachers, students, and parents). Differences among Indiana secondary science teachers, students, and parents regarding their behavioral intentions towards climate change teaching and learning suggest that they lack climate literacy. Based on the survey results, it is proposed that the science curriculum be revised to reflect scientific knowledge about climate change and its impacts on Indiana. Furthermore, recommendations are provided for improving teachers’, students’, and parents’ scientific knowledge, as well as the instructional approaches for teaching and learning about climate change and its impact on Indiana.</p>

This diploma thesis is dedicated to the needs of the piano teaching for kids from 6 to 9 years old in Albania who decide to study piano playing. This work contains a methodology that is based on professional playing starting from middle C to counter hand movement to playing directly with both music clefs, the treble and the bass one. The methodology is inspired by the world's modern methods and needs for the proper development of the child. Contains well-known, popular songs and classical pieces in a lighter version to achieve more easier and fun piano beginnings. The work is divided into five chapters, which introduce not only the musical life in Albania, but also the insufficient conditions for teaching piano. It also contains a selection of the most famous piano textbooks and albums that exist in Albania, which were used before for piano teaching and probably from that time nothing better or improved came out. And last but not least, the aim that is wanted form this work to be achieved is bringing the new ideas and innovation of my own piano methodology.