Hands-on activities in climate education at school: three successful examples
<p>According to studies and surveys, Latvian society is sceptical of climate changes &#8211; it is characterised by short-term thinking. STEM teachers acknowledge that the climate issue is one of the most difficult and incomprehensible topics for students. Students' understanding of climate change issues is low because there is poor understanding of concept of the climate itself and physical processes shaping the climate system. Students do not see the consequences and responsibilities of their actions. In addition, there is little climate-related teaching materials available in Latvian language hampering incorporation climate issues in the regular school programs or informal educational activities.</p><p>In collaboration with youth NGO, Latvian 4H club, Faculty of Geography and Earth Sciences at University of Latvia have developed several teaching materials, easy-to-read instructions and video demonstration in Latvian for hands on climate education activities. Low-cost and easily available materials and reagents have used for all the activities. Some of the examples: what is the difference in air temperature in a jar with and without CO<sub>2</sub> heated by incandescent light bulb or how the water pH changes when CO<sub>2</sub> is bubbled (blown) through it with a straw?</p><p>In the &#8220;60 elements in your pocket&#8221; project, we have dismantled mobile phones and discussed what raw materials have used to build and what are the environmental consequences of extracting them and demonstrating actual mineral samples. We discuss with students what are our consumption habits, and how can everyone mitigate the effects of climate change?</p><p>We strongly believe that hands-on activities have to be a crucial part in any climate-related education program. Experiments and demonstrations need to be simple, understandable, and show the complexity of climate and economic system.</p>