From knowledge to action – can modern and active teaching formats help to bridge the value-action gap among school students and raise their climate-friendly behavior?

2021 ◽  
Author(s):  
Eva Feldbacher ◽  
Manuela Waberer ◽  
Lena Campostrini ◽  
Gabriele Weigelhofer
Keyword(s):  
Climate Change ◽  
Young People ◽  
Self Efficacy ◽  
Population Group ◽  
Social Consequences ◽  
Basic Knowledge ◽  
Adaptation To Climate Change ◽  
School Students ◽  
Online Questionnaire ◽  
Complex Relationships

<p>Numerous studies and survey results indicate that the majority of the population is aware of climate change and displays worries about it, but only a few people show willingness to change their behavior accordingly and to act more climate-friendly. The discrepancy between knowledge and action (value - action gap) is seen as an obstacle to successful adaptation to climate change, and is particularly pronounced in the young population group. In addition to the lack of a sound basic knowledge, young people above all lack the believe in their own possibilities and the conviction that their actions are enough to achieve something (“bigger than self-dilemma”). </p><p>We initiated a research – education – cooperation project to reach out for school students and tried to motivate them to engage intensively with climate change and to increase their climate-friendly behavior. Modern teaching and learning formats were used in order to contrast to the typical “learning” at school and foster voluntary engagement, to transfer positive messages and solutions, and to emphasize the self - efficacy of their actions. The aim of the project was to examine, whether an active engagement over a prolonged time period with topics around climate change can achieve a greater effect on the understanding of complex relationships and raise climate-friendly behavior more effectively than a short, passive learning phase. With the help of an online questionnaire all involved students answered climate-relevant questions of the categories “behavior, perception and knowledge” before and after the activities.</p><p>The questionnaire results revealed that a general knowledge about climate change and climate awareness exist among the students surveyed, even before the project activities. More than 90% believe that every single person can contribute significantly to tackle climate change. However, students had problems with understanding complex relationships and long-term interactions of the consequences of climate change on people and ecosystems. For example, it was difficult for students to correctly estimate virtual water consumption and to see the potential social consequences of climate change.</p><p>We believe that modern educational concepts on climate change should foster system understanding and seize on the young people’s positive attitude towards climate protection by pointing out concrete, climate-friendly ways of behavior. In this way it is possible to strengthen the young people’s believe in their actions (self-efficacy) and to reduce the gap between attitude and action.</p>

INtergenerational Stories of Erosion and Coastal community Understanding of REsilience ‘INSECURE’

2021 ◽  
Author(s):  
Katie Parsons ◽  
Florence Halstead ◽  
Lisa Jones
Keyword(s):  
Climate Change ◽  
Young People ◽  
Social Action ◽  
Local Community ◽  
Education Programme ◽  
Coastal Change ◽  
School Students ◽  
Natural Processes ◽  
Participatory Research Methods ◽  
The Impact

<p>The Holderness has some of the most rapidly eroding coastline in the world, with sections of cliff retreating >10m per year. These rates are due, in large part, to the soft composition of the boulder clay cliffs, but rates are accelerating rapidly in response to climate drivers, particularly storminess and sea-level rise, which is increasing wave loading.</p><p>Withernsea High is a local community school situated close to the eroding cliffs and thus the school students see the day-to-day effects of their changing coastline.  Many of these pupils live within the communities that have ongoing threats of retreating cliffs, with many properties already lost into the sea.</p><p>The INSECURE project has used a matrix of participatory research methods to explore how young people engage, examine and understand coastal change within the context of their place within communities. Students were engaged in an education programme to skill them with knowledge and capability to capture their stories and the narratives of their communities. As such this study has been fully youth-led and participants have collected a suite of intergenerational stories from members of the community and the long-term impacts of coastal change. After analysing their data, the young people are using their voice to retell these stories using a variety of creative storytelling methods in order to re-engage their audiences. The outputs are a range of creative short stories, poems and photographs that enable these stories to be told through the eyes of youth.</p><p>The outcomes of this project will raise awareness and understanding of coastal change and how communities live with these natural processes that are being exacerbated by climate change and will also measure the impact of the project in addressing climate change knowledge and fostering engagement with the environment and broader social action within the communities.</p>

Kulturowe uwarunkowania piśmienności młodzieży

2017 ◽  
pp. 90-107
Author(s):  
Anna Dąbrowska
Keyword(s):  
Young People ◽  
Secondary School ◽  
Secondary School Students ◽  
Cultural Factors ◽  
Social Consequences ◽  
Lower Secondary School ◽  
School Students ◽  
Digital World ◽  
Linguistic Behaviour ◽  
The Impact

The age of secondary orality, in which the oral and literate ways of thinking collide with each other, influences the communicative styles of today’s youth. One of the visible phenomena related to the language of teenagers is their progressing inability to acquire skills required to use written texts, together with the resulting cognitive and social consequences. In this article, the author discusses the impact of cultural factors on the development of youth literacy. The analyses, based on observations of the linguistic behaviour of lower secondary school students, show that young people are firmly anchored in the current communicative communities immersed in the digital world.

scholarly journals Role of Bamboo Forest for Mitigation and Adaptation to Climate Change Challenges in China

2019 ◽  
pp. 1-7
Author(s):  
Regassa Terefe ◽  
Liu Jian ◽  
Yu Kunyong
Keyword(s):  
Climate Change ◽  
Farming Systems ◽  
Economic Benefits ◽  
Social Consequences ◽  
Adaptation To Climate Change ◽  
Mitigation And Adaptation ◽  
Durable Products ◽  
Potential Resource ◽  
Impacts Of Climate Change

Bamboo is one of the fastest growing plants on the planet, with many attributes which make it a useful potential resource for humankind. Though having fast growth and good regeneration performance after harvesting is a unique characteristic of the specie. It enhances a high carbon storage potential particularly when the harvested culms are transformed into durable products. China has many bamboo species with distribution and area coverage's, and highly connected in using the production of bamboo resources. Its characteristics make it an ideal solution for the environmental and social consequences of tropical deforestation. This review paper aims to assess the contribution of bamboo in mitigating and adapting impacts of climate change and its importance regarding ecological and socio-economic benefits. The review summarised the role of bamboo forests towards mitigating and adapting its potential to overcome the impacts of climate change currently seen globally and particularly to China. Therefore, advancing bamboo farming systems at different levels, it's advantages to reduce greenhouse gas in the atmosphere and expanding bamboo forests in future under wider use and intensive management is recommended.

Learning from Young People Engaged in Climate Activism: The Potential of Collectivizing Despair and Hope

Young ◽  
2019 ◽  
Vol 27 (5) ◽  
pp. 435-450 ◽  
Author(s):  
Karen Nairn
Keyword(s):  
Climate Change ◽  
Young People ◽  
Unique Combination ◽  
Depth Analysis ◽  
Collective Processes ◽  
Climate Action ◽  
Small Set ◽  
Complex Relationships ◽  
Historical Moment ◽  
Action Groups

Hope takes on particular significance at this historical moment, which is defined by the prospect of a climate-altered future. Young people (aged 18–29) from climate action groups in New Zealand were interviewed about how they perceived the future. Deploying a unique combination of conceptual tools and in-depth analysis of a small set of interviews, I explore young New Zealanders’ complex relationships with despair and hope. Paulo Freire claimed his despair as a young man ‘educated’ what emerged as hope. I extend Freire’s concept in two ways by considering: (a) how hope might also ‘educate’ despair and (b) how hope and despair might operate at a collective level, drawing on Rosemary Randall’s psychotherapeutic analysis of societal responses to climate change. Participants identified collective processes as generating hope. Collectivizing hope and despair is important so that young people do not feel climate change is only their burden to solve.

scholarly journals Perceived Self-Efficacy and Adaptation to Climate Change in Coastal Cambodia

Climate ◽  
2015 ◽  
Vol 4 (1) ◽  
pp. 1 ◽  
Author(s):  
Mengieng Ung ◽  
Isaac Luginaah ◽  
Ratana Chuenpagdee ◽  
Gwyn Campbell
Keyword(s):  
Climate Change ◽  
Self Efficacy ◽  
Adaptation To Climate Change

scholarly journals Online peer-group activism for thalassemia health education during the COVID-19 pandemic: a case study from East Java, Indonesia

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Annette d'Arqom ◽  
Danti Nur Indiastuti ◽  
Zamal Nasution
Keyword(s):  
High School ◽  
Health Promotion ◽  
High School Students ◽  
Peer Group ◽  
Basic Knowledge ◽  
Online Media ◽  
Health Issues ◽  
School Students ◽  
Online Questionnaire ◽  
Content Type

PurposeThis study aimed to measure the effectiveness of online peer-group activism to promote thalassemia prevention among high school students of East Java Indonesia.Design/methodology/approachTwenty students were recruited as cadres and trained for thalassemia every weekend for four weeks, followed by creating health promotions via online media. The media was further disseminated among the students’ peer groups for a week. The respondent’s knowledge was measured before and after health promotion utilizing an online media mixed-methods approach that combined quantitative data using an online questionnaire and in-depth interviews for qualitative measurement. Descriptive and inferential analyses were performed using Graph Prism 5.00. Interview transcripts were analyzed to elaborate on the respondent’s understanding of thalassemia.FindingsThe respondents had good basic knowledge about thalassemia; however, it was not in-line with their understanding, which increased after the online health promotion activity. Therefore, this approach is useful for disseminating health issues during the COVID-19 pandemic and can be implemented for broadening respondents.Originality/valueThis study showed the experience of online peer-group activism for thalassemia prevention in high school students. By empowering the peer group, health promotion is effective in increasing the knowledge and understanding of thalassemia. A similar approach can be proposed for other health issues.

Yes I Can!

2015 ◽  
Vol 46 (2) ◽  
pp. 76-92 ◽  
Author(s):  
Dries Vervecken ◽  
Bettina Hannover
Keyword(s):  
Middle Childhood ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Vocational Interests ◽  
Primary School Students ◽  
School Students ◽  
Employment Goals ◽  
Linguistic Intervention ◽  
Male Occupations ◽  
Linguistic Backgrounds

Many countries face the problem of skill shortage in traditionally male occupations. Individuals’ development of vocational interests and employment goals starts as early as in middle childhood and is strongly influenced by perceptions of job accessibility (status and difficulty) and self-efficacy beliefs. In this study, we tested a linguistic intervention to strengthen children’s self-efficacy toward stereotypically male occupations. Two classroom experiments with 591 primary school students from two different linguistic backgrounds (Dutch or German) showed that the presentation of occupational titles in pair forms (e.g., Ingenieurinnen und Ingenieure, female and male engineers), rather than in generic masculine forms (Ingenieure, plural for engineers), boosted children’s self-efficacy with regard to traditionally male occupations, with the effect fully being mediated by perceptions that the jobs are not as difficult as gender stereotypes suggest. The discussion focuses on linguistic interventions as a means to increase children’s self-efficacy toward traditionally male occupations.

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