Situational influences upon children's beliefs about global warming and energy

Devine‐Wright, Patrick; Devine‐Wright, Hannah; Fleming, Paul

doi:10.1080/1350462042000291029

Cited by 63 publications

(52 citation statements)

References 2 publications

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“…Of these students, over 50% responded that they were "surprised" or "shocked" at their results. Other studies have identified this "I didn't know I have this much impact" refrain in students (Devine-Wright et al 2004;McMillan et al 2004) and adults (Uzzell 2000). In general, students were also surprised at how relatively easy it was to reduce their EF, and many said they would consider changing from a diet of primarily meat and/or processed foods to a diet with more local fruits and vegetables.…”

Section: The Ecological Footprintmentioning

confidence: 99%

Climate Change Education and the Ecological Footprint

Cordero¹,

Todd²,

Abellera³

2008

Bull. Amer. Meteor. Soc.

129

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Action-oriented learning designed around the ecological footprint can improve university students' understanding of the connection between personal energy use and climate change.A lthough recent polls 1 suggest that most Americans believe humans are indeed affecting our climate, it is unclear how well the public is educated about both the science of climate change and the connection between personal lifestyle choices and climate change mitigation. Previous studies of students and preservice teachers found that they have significant misconceptions about global warming 2 (e.g., Boyes and Stanisstreet 1997;Christidou et al.

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Section: The Ecological Footprintmentioning

confidence: 99%

Climate Change Education and the Ecological Footprint

Cordero¹,

Todd²,

Abellera³

2008

Bull. Amer. Meteor. Soc.

129

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“…Gidley speculates that this sense of agency arises from the philosophy and methods of Steiner education which emphasise artistic, imaginative, values-based and holistic educational experiences. Similarly, Devine-Wright et al (2004) explored levels of self-efficacy felt by children and adults who were members of the Woodcraft Folk educational organisation. When compared with non-members they found Woodcraft Folk children to have 'higher levels of personal awareness and perceived selfefficacy in relation to global warming ' (2006: 493).…”

Section: A Sense Of Agencymentioning

confidence: 99%

“…The work by Rogers (1996), Gidley (1998) and Devine-Wright et al (2004) highlights the vital importance of both educational context and empowering pedagogy in beginning to bridge the gap that is often observed between knowledge and action. This is, of course, a major concern for environmental educators as reviewed in Rickinson (2001).…”

Section: Sense Of Agencymentioning

confidence: 99%

Remembering the future: what do children think?

Hicks

Holden

2007

Environmental Education Research

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“…For example, Boykoff and Boykoff (2004) demonstrated significant differences between the scientific community's discourse and U.S. press coverage (specifically the New York Times, the Washington Post, the Los Angeles Times, and the Wall Street Journal, between 1998 and2002) regarding anthropogenic contributions to climate change. This leaves children to create their own analogies and models of how climate change occurs (Groves and Pugh 1999;Devine-Wright et al 2004;Boyes and Stanisstreet 2008).…”

Section: Mportance Of Climate Science Literacymentioning

confidence: 99%

CHANGE: A Place-Based Curriculum for Understanding Climate Change at Storm Peak Laboratory, Colorado

Hallar

McCubbin

Wright

2011

Bulletin of the American Meteorological Society

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Curriculum in High Altitude Environments for Teaching Global Climate Change Education (CHANGE) uses place-based education to teach middle school students about meteorology and climate as a basis to improve climate science literacy. The curriculum provides in-school and out-of-school instruction and connects students with scientists at Storm Peak Laboratory, a high-elevation atmospheric research facility above Steamboat Springs, Colorado. Following an initial 2-h classroom lesson, students record their own measurements of temperature, pressure, wind speed, and particle concentrations while traveling up the mountain to Storm Peak Laboratory. After returning to the classroom, students graph these data and analyze their results. Evaluation of this program showed that students improved their knowledge of key concepts pertaining to climate literacy. The hands-on, place-based format of CHANGE can be used as a model for middle school students in alpine communities to teach lessons in weather and climate and can be further refined by improved lesson plans, increased feedback to students, and an independent evaluation.

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Situational influences upon children's beliefs about global warming and energy

Cited by 63 publications

References 2 publications

Climate Change Education and the Ecological Footprint

Climate Change Education and the Ecological Footprint

Remembering the future: what do children think?

CHANGE: A Place-Based Curriculum for Understanding Climate Change at Storm Peak Laboratory, Colorado

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