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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/EF19_073%2F0016947" target="_blank" >EF19_073/0016947: U21 - Zkvalitnění grantové soutěže a výuky v doktorských studijních programech na UJEP</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

European Journal of Science and Mathematics Education

ISSN

2301-251X

e-ISSN

—

Svazek periodika

11

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

CY - Kyperská republika

Počet stran výsledku

9

Strana od-do

466-474

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85153701921