scholarly journals You and CO2: a Public Engagement Study to Engage Secondary School Students with the Issue of Climate Change

2019 ◽  
Vol 29 (2) ◽  
pp. 230-241
Author(s):  
Jennifer A. Rudd ◽  
Ruth Horry ◽  
R. Lyle Skains
Keyword(s):  
Climate Change ◽  
Secondary School ◽  
Public Engagement ◽  
Secondary School Students ◽  
Societal Change ◽  
Growing Up ◽  
School Students ◽  
Carbon Footprints ◽  
Personal Impact ◽  
Everyday Activities

AbstractSchool students are growing up in a world with a rapidly changing climate, the effects of which will become increasingly apparent during their lifetimes. We designed and pilot tested “You and CO2”, a STEAM program designed to encourage students to reflect on their personal impact on the environment, while also appreciating their place within society to bring about positive societal change. Over three interlinked workshops, students analyzed the carbon footprints of some everyday activities, which they then explored in more detail through interacting with a bespoke piece of digital fiction, No World 4 Tomorrow. The program culminated with students producing their own digital fictions, allowing them the freedom to explore the themes from the previous workshops with a setting and focus of their choice. We reflect here on the experience of running the You and CO2 program and on the themes that emerged from the students’ original digital fictions.

scholarly journals Promoting character strengths through the Growing Up Strong Program: The students’ perspective

2020 ◽  
Vol 7 (1) ◽  
pp. 84-97
Author(s):  
Diego García-Álvarez ◽  
María José Soler ◽  
Rubia Cobo-Rendón
Keyword(s):  
Secondary School ◽  
User Satisfaction ◽  
Secondary School Students ◽  
Subjective Experience ◽  
Character Strengths ◽  
Self Regulation ◽  
Growing Up ◽  
School Students ◽  
Cross Sectional ◽  
Strong Program

The purpose of this article is to report on levels of satisfaction, applicability and subjective experience in relation to the Growing Up Strong Program for secondary school students from the perspective of its users. The objectives of the research were to assess the level of satisfaction of student users with the Growing Up Strong Program; to explore the applicability of the learning generated by the program according to its participants; and to learn about their subjective experience of applying the character strengths promoted by the program. The study consisted of a cross-sectional descriptive survey of 590 secondary school students from seven different schools, using a validated data collection instrument. The respondents reported good levels of satisfaction with the Growing Up Strong Program and confirmed the applicability of the learning received in relation to self-regulation, social intelligence, gratitude, courage and open-mindedness in intrapersonal and interpersonal contexts. The results of the study confirm positive levels of user satisfaction, applicability and subjective experiences based on the lessons in positive psychology promoted by the program.

Tackling climate-science learning through futures thinking

2020 ◽  
pp. 23-29
Author(s):  
Simon Taylor ◽  
Ben Jones
Keyword(s):  
Climate Change ◽  
Secondary School ◽  
Science Learning ◽  
Secondary School Students ◽  
Potential Role ◽  
Climate Science ◽  
School Students ◽  
Alternative Futures ◽  
Images Of The Future

This study examined the role of a future-oriented scenario with secondary school students using diorama construction which included climate-change knowledge and envisioning alternative futures. To explore the potential role of futures-thinking modelling, students from one class participated in a 12-week cross-curricular inquiry with their teachers. Jensen’s (2002) dimensions of action-oriented knowledge are used to examine the climate-change knowledge developed by the students. Four common images of the future (Dator, 2014) are incorporated as models to forecast alternative futures. The findings suggest the value of future-oriented dioramas for developing climate-change understanding and futures thinking.

Climate strikes: Their value in engaging and educating secondary school students

2020 ◽  
pp. 4-11
Author(s):  
Ria Bright ◽  
Chris Eames
Keyword(s):  
Climate Change ◽  
Social Justice ◽  
Secondary School ◽  
Secondary School Students ◽  
Curriculum Planning ◽  
School Students ◽  
Climate Change Education ◽  
The World ◽  
Worldwide Phenomenon ◽  
Political Literacy

The climate strikes of 2019, an extraordinary worldwide phenomenon, swiftly and succinctly showed the world the collective concern of youth. What insights might curriculum planning for climate-change education and classroom pedagogy gain from these climate strikes? Preliminary findings from this study identified four significant considerations in regard to climate-change education. First, the soaring level of climate anxiety among youth. Secondly, political literacy is as important as climate-change literacy for action. Thirdly, social justice is the key to engaging students in climate-change education. Fourthly, an inquiry-based pedagogy that considers the academic (head), emotional (heart), and practical (hands) is appropriate for climate-change education.

Remediating misconception on climate change among secondary school students in Malaysia

2014 ◽  
Vol 21 (4) ◽  
pp. 631-648 ◽  
Author(s):  
Mageswary Karpudewan ◽  
Wolff-Michael Roth ◽  
Kasturi Chandrakesan
Keyword(s):  
Climate Change ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students

scholarly journals Moving Beyond the One-Size-Fits-All Model in Describing the Climate Conserving Behaviors of Malaysian Secondary Students

2020 ◽  
Vol 13 (1) ◽  
pp. 18
Author(s):  
Nur Sabrina Mohamed Ali Khan ◽  
Mageswary Karpudewan ◽  
Nagaletchimee Annamalai
Keyword(s):  
Climate Change ◽  
Secondary School ◽  
Secondary Students ◽  
Structural Equation ◽  
Secondary School Students ◽  
Fossil Fuels ◽  
Greenhouse Gas Emission ◽  
Extreme Weather Events ◽  
School Students ◽  
Climate Change Education

The acceleration of average temperature of lands and oceans, rising sea level, frequent extreme weather events and ocean acidification denote that climate change is a contemporary pressing dilemma facing the world. Everyday human activities such as open burning, deforestation, burning of fossil fuels and agricultural activities significantly contribute to Earth warming. Preventing the aforementioned activities reduce the greenhouse gas emission to the atmosphere and subsequently slows the changes in climate. Thus, climate change education is integral to educate people on the destructive consequences of their actions to the climate. Past studies revealed that well-established theories and models guided the designing of education to deliver behavioral change in many countries and reportedly improved participants’ knowledge, attitude and motivation. However, these theories and models exist as an after effect of the education and the long-term impact of the initiative frequently not found and less information available on the sustainability of such education. Additionally, effective climate change education is typically context-based and designed based on factors related to local students’ behavior. Hence, this study examined how knowledge and psychological factors such as belief and motivation explain the formation of climate conserving behavior among secondary school students. A total of 221 questionnaires was distributed to 14 years old Malaysian secondary school students to measure knowledge, motivation and belief. The data obtained were later analyzed using the partial least squares structural equation modelling (PLS-SEM) approach. The findings revealed that knowledge (β = 0.259, p < 0.05), belief (β = 0.295, p < 0.05) and motivation (β = 0.546, p < 0.05) positively affects the behavior. These findings reflected that knowledge, belief and motivation collectively explain a total of 65.5% of variances in the formation of climate conserving behavior among Malaysian secondary school students.

scholarly journals KNOWLEDGE ON ENVIRONMENTAL HAZARDS AMONG SECONDARY SCHOOL STUDENTS OF RAMANATHAPURAM DISTRICT- A STUDY

2021 ◽  
pp. 18-19
Author(s):  
Radha. M ◽  
G. Sivakumar
Keyword(s):  
Climate Change ◽  
Secondary School ◽  
Indigenous Knowledge ◽  
Significant Role ◽  
Secondary School Students ◽  
Environmental Issues ◽  
Environmental Hazards ◽  
School Students ◽  
Droughts And Floods

This study is described to learn Knowledge on environmental hazards to the Secondary School Students.Environmental hazards are increasing due to both natural and man induced activities ever than before.A hazard is any types of threat or danger to human lives,livelihoods,economy,and society in the modern societies.Natural hazards like floods,droughts, landslides, cyclones etc. cannot be eliminated.Therefore,impact of hazards especially droughts and floods could have been reduced as they could forecast well and prepared for it. But at present indigenous knowledge is not used for forecasting due to various reasons such as change in lifestyles, technology, climate change etc.The secondary school students were found to possess substantial knowledge on environmental issues and good attitudes towards the environment.However they have moderate awareness on environmental issues and promote environmental awareness as they teach any related environmental topics given the significant role of knowledge in fostering environmental hazards among students.

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