The impact of educational strategies on primary school students' attitudes towards climate change: A comparison of three European countries

Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F23%3A43897992" target="_blank" >RIV/44555601:13430/23:43897992 - isvavai.cz</a>
Result on the web
<a href="https://www.scimath.net/article/the-impact-of-educational-strategies-on-primary-school-students-attitudes-towards-climate-change-a-12945" target="_blank" >https://www.scimath.net/article/the-impact-of-educational-strategies-on-primary-school-students-attitudes-towards-climate-change-a-12945</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.30935/scimath/12945" target="_blank" >10.30935/scimath/12945</a>

Result language
angličtina
Original language name
The impact of educational strategies on primary school students' attitudes towards climate change: A comparison of three European countries
Original language description
Climate education is becoming a key educational issue of our time. This also brings with it increased demands for educational research in this area. One important question is how climate attitudes are constructed to support students? willingness to act towards climate change. In this paper, we explore how participatory, holistic and community-based learning approaches influence the construction of climate attitudes in school students from the Czech Republic, Portugal, and the UK (n=473; M=13.49 years). Students? perceptions of different educational strategies were nearly the same across countries. Girls perceive holistic, values-based teaching more strongly. Of the strategies studied, holistic education has the greatest influence on the formation of climate attitudes (B=0.34 for climate change beliefs, B=0.32 for climate change intentions), and community-based teaching has a partial influence (B=0.13 for climate change intentions). It is thus the use of holistic and community-based educational approaches that is key to the successful implementation of climate education.
Czech name
—
Czech description
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Type
J<sub>SC</sub> - Article in a specialist periodical, which is included in the SCOPUS database
CEP classification
—
OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project
<a href="/en/project/EF19_073%2F0016947" target="_blank" >EF19_073/0016947: U21 - Improvement of grant competition and teaching in doctoral study programs at UJEP</a><br>
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year
2023
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

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