Experimentation with a socio-constructivist process for climate change education

A socio-constructivist and experiential process for climate change education was experimented within two coastal communities of Eastern Canada with 39 students 13 and 14 years of age. The pedagogical process, based on local observation of climate change, Duit's conceptual change theory (1999) a...

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Bibliographic Details
Published in:Environmental education research 2003-11, Vol.9 (4), p.429-446
Main Authors: Pruneau, Diane, Gravel, Helene, Bourque, Wendy, Langis, Joanne
Format: Article
Language:English
Subjects:
Behavior Change
Canada
Class Activities
Climate
Concept Formation
Curriculum Development
Educational Research
Environmental Education
Experiential Learning
Foreign Countries
Interviews
Methods Research
Program Evaluation
Secondary Education
Student Attitudes
Teaching Methods
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Summary:A socio-constructivist and experiential process for climate change education was experimented within two coastal communities of Eastern Canada with 39 students 13 and 14 years of age. The pedagogical process, based on local observation of climate change, Duit's conceptual change theory (1999) and experiential learning, aimed for the improvement of students' conceptions of climate change: the nature of the phenomenon, its signs, causes, consequences and remedial actions as well as the possibility of mobilizing the population in reducing its impact on climate. Initial and final interviews with the young adolescents indicated an improvement in students' ideas about climate change's diverse dimensions. However, the students expressed their uncertainty regarding the adults' ability to change their behaviour. Students also identified educational activities that helped improve their conceptions.
ISSN:1350-4622
1469-5871
DOI:10.1080/1350462032000126096