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Science Education for Sustainability: Strengthening Children’s Science Engagement through Climate Change Learning and Action

Author

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  • Carlie D. Trott

    (Department of Psychology, University of Cincinnati, Cincinnati, OH 45221, USA)

  • Andrea E. Weinberg

    (Mary Lou Fulton Teachers College, Arizona State University, Tempe, AZ 85281, USA)

Abstract

Scientists and sustainability scholars continue to make urgent calls for rapid societal transformation to sustainability. Science education is a key venue for this transformation. In this manuscript, we argue that by positioning children as critical actors for sustainability in science education contexts, they may begin to reimagine what science means to them and to society. This multi-site, mixed-methods study examined how children’s climate change learning and action influenced their science engagement along cognitive, affective, and behavioral dimensions. For fifteen weeks, ten- to twelve-year-olds participated in an after-school program that combined on-site interactive educational activities (e.g., greenhouse gas tag) with off-site digital photography (i.e., photovoice process), and culminated in youth-led climate action in family and community settings. Participants were 55 children ( M = 11.1 years), the majority from groups underrepresented in science (52.7% girls; 43.6% youth of color; 61.8% low-income). Combined survey and focus group analyses showed that, after the program, science became more relevant to children’s lives, and their attitudes towards science (i.e., in school, careers, and in society) improved significantly. Children explained that understanding the scientific and social dimensions of climate change expanded their views of science: Who does it, how, and why—that it is more than scientists inside laboratories. Perhaps most notably, the urgency of climate change solutions made science more interesting and important to children, and many reported greater confidence, participation, and achievement in school science. The vast majority of the children (88.5%) reported that the program helped them to like science more, and following the program, more than half (52.7%) aspired to a STEM career. Lastly, more than a third (37%) reported improved grades in school science, which many attributed to their program participation. Towards strengthening children’s science engagement, the importance of climate change learning and action—particularly place-based, participatory, and action-focused pedagogies—are discussed.

Suggested Citation

  • Carlie D. Trott & Andrea E. Weinberg, 2020. "Science Education for Sustainability: Strengthening Children’s Science Engagement through Climate Change Learning and Action," Sustainability, MDPI, vol. 12(16), pages 1-24, August.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:16:p:6400-:d:396542
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    References listed on IDEAS

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    1. Simon L. Lewis & Mark A. Maslin, 2015. "Defining the Anthropocene," Nature, Nature, vol. 519(7542), pages 171-180, March.
    2. Wang, C.C. & Morrel-Samuels, S. & Hutchison, P.M. & Bell, L. & Pestronk, R.M., 2004. "Flint photovoice: Community building among youths, adults, and policymakers," American Journal of Public Health, American Public Health Association, vol. 94(6), pages 911-913.
    3. Jens QVORTRUP, 2009. "Are Children Human Beings or Human Becomings? A Critical Assessment of Outcome Thinking," Rivista Internazionale di Scienze Sociali, Vita e Pensiero, Pubblicazioni dell'Universita' Cattolica del Sacro Cuore, vol. 117(3), pages 631-654.
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    Cited by:

    1. Karel Nepraš & Tereza Strejčková & Roman Kroufek, 2022. "Climate Change Education in Primary and Lower Secondary Education: Systematic Review Results," Sustainability, MDPI, vol. 14(22), pages 1-20, November.
    2. Carlie D. Trott, 2021. "Youth-Led Climate Change Action: Multi-Level Effects on Children, Families, and Communities," Sustainability, MDPI, vol. 13(22), pages 1-20, November.
    3. Ibrahim Arpaci & Abdullah Kaya & Mahadi Bahari, 2023. "Investigating the Influence of an Arduino-Based Educational Game on the Understanding of Genetics among Secondary School Students," Sustainability, MDPI, vol. 15(8), pages 1-11, April.
    4. Ana Pellín Carcelén & Nuria Cuevas Monzonís & Ana Rodríguez Martín & Vicente Gabarda Méndez, 2021. "Promotion of Environmental Education in the Spanish Compulsory Education Curriculum. A Normative Analysis and Review," Sustainability, MDPI, vol. 13(5), pages 1-14, February.
    5. Miloslav Kolenatý & Roman Kroufek & Jan Činčera, 2022. "What Triggers Climate Action: The Impact of a Climate Change Education Program on Students’ Climate Literacy and Their Willingness to Act," Sustainability, MDPI, vol. 14(16), pages 1-20, August.

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