Youth science expertise, environmental identity, and agency in climate action filmmaking

Climate change education and research: possibilities and potentials versus problems and perils?

“…This is because, as expressed in other contributions to the collections (e.g. Brownlee, Powell, and Hallo 2013;Kunkle and Monroe 2019;Howell and Allen 2019), education and educational researchers must consider why different approaches to CCE seem to take root, blossom and/or whither, and in this, maintain a focus on whether and how they actually foster learning (see also McBean and Hengeveld 2000;Walsh and Cordero 2019;Lawson et al 2019;Ignell, Davies, and Lundholm 2019;Topp, Thai, and Hryciw 2019;Ouariachi et al 2019). This may also be contrasted with those programs or initatives feeding, generating or disrupting climate inaction, despair or amotivation (Pruneau, Khattabi, and Demers 2010;Dillon 2019), be that at the time of the 'educational event', and/or within lifelong or lifewide learning, such as when we consider research on the short and longer term effects of the capacity or limitations to a program, activity, life experience or the action competence it promises (Busch, Henderson, and Stevenson 2019).…”

Transformative experience in an informal science learning program about climate change

“…In this way, participants combined the art of storytelling and film with science learning. Many other studies have shown that this combination of art and science increases learning, interest and engagement with science (Gold et al, 2015; Littrell et al, 2020a, 2020b; Otto, 2017; Rooney‐Varga et al, 2014; Trott & Weinberg, 2020; Walsh & Cordero, 2019). While the artistic lens is only one facet of transformative educational experiences, it is likely an important contributor to the success of the LOCC program.…”

Leerlingperceptie van agency in het VO: een exploratief onderzoek naar het ontwerp en de kwaliteit van de Student Agency Scale (SAS)

“…Deze transformatie kan betrekking hebben op het eigen leren, zoals het verbeteren van het concentratievermogen (Charteris, 2015b;Deakin-Crick, Huang, Ahmed Shafi, & Goldspink, 2015;McCombs & Marzano, 1990) of op de omstandigheid waarin een lerende zich bevindt. Dit kan zijn de lesinhoud, door het inbrengen van eigen leervragen in de klas, of de gemeenschap, door het geleerde te gebruiken om vraagstukken in de samenleving op te lossen (Basu, Baron, Clairmont, & Locke, 2008;Deakin-Crick et al, 2015;Garcia, Mirra, Morrell, Martinez, & Scorza, 2015;Godwin & Potvin, 2017;McNeill & Vaughn, 2012;Sannino, Engeström, & Lemos, 2016;Walsh & Cordero, 2019).…”

“…Reflecteren op het resultaat (Anderson et al, 2019;Basu, et al, 2008;Basu & Barton, 2010;Charteris & Eryn, 2017;Clarke et al, 2016;Dabbagh & Castaneda, 2020;Deakin Crick et al, 2015;Den Heyer & Fidyk, 2007;Garcia et al, 2015;Millet et al (2018) Overtuigingen (Dabbagh & Castaneda, 2020;Splitter, 2011;Tang & Yang, 2017;Walsh & Cordero, 2019) x Interesse (Anderson et al, 2019;Charteris, 2013;Dabbagh & Castaneda 2020;Frankel et al, 2019;Godwin & Potvin, 2017;Martin, 2004;McCombs & Marzano, 1990;Sharma, 2007) "I enjoy learning. ", "I feel curious.…”