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Experimentation of a climate change education model with adolescents Diane Pruneau, Hélène Gravel, Wendy Bourque, Joanne Langis and Carole Essiembre The project Young Visionaries Three grade 7 classes from coastal communities in N.B. (Barachois, Cap-Pelé, Grande-Digue) Objectives: to improve students’ conceptions on climate change and invite them to adopt environmentally responsible behaviour Why we did this project to improve conceptions on climate change? Climatic notions are complex Difficulty in conceiving a global problem Not all scientists share the same point of view on this subject Teenagers have never experienced a different climate than the one we are experiencing now Difficulty in changing behaviours that are rooted in our lifestyle Results from a previous research (2000, Moncton and Montréal) Participants’ conceptions Climate is warming up. Why? Maybe because of the ozone layer. I haven’t seen evidence in my community I am not worried because the consequences won’t happen during my life especially if I live in the city Warmer temperatures are pleasant Human beings can’t change anything The general population won’t accept to modify their behaviour A climate change education model Invite teenagers to make a local observation of climate change : evidence, causes and possible consequences in their community Ask them to put together their own opinion on the subject Show images of the greenhouse effect that are easy to understand and to remember Give them the opportunity to accomplish a group action to help the climate Make them appreciate the local natural elements Give them the chance to communicate their new knowledge on climate change Model characteristics Experiential: observe climate change outside, accomplish an action Future education: think about what could happen in the future (local impacts of climate change) and believe that we can change the future Image education Education to develop a relationship with the natural surroundings Socioconstructivist approach to favour conceptual change Events of the project Model experimentation during 10 months – 2 sixty minute periods per month Individual interviews with researchers to learn the students’ conceptions on climate change before the project Detailed and critical observations of a beach and drawing a map of the beach Events of the project (more) Information on greenhouse effect with the help of a simplified image Observation, in the community, of possible evidence of climate change and particularly of a storm that occured in 2000 (on videotape) Work in teams of meteorologists, chemists, ecologists, doctors and urban planners to study their community’s situation and to predict what could happen with the temperature, animal species, waterways, human health and coastal infrastructures with climate change Events of the project (more) Presentation of their discoveries in pamphlets sent out to the 2 other schools Outings to evaluate the community’s sustainability Conference and game at the university: town council representatives present Creation by the students of a video and a CD-ROM on climate change for students across the province Events of the project (more) Accomplishment of actions at school: Project Lunch without waste Tree planting with explanations of their ecological value Events of the project (more) Outing in the forest to observe how trees are influenced by climatic variations Solo Interviews with researchers to identify final conceptions on climate change Results: Conceptions of the phenomenon (n=39) (misconceptions are in italics) Teenagers’ ideas Initial evaluation Final evaluation Conception similar to that of scientists 0 24 The planet is warming and cooling 0 4 Temperature is increasing, so the ice is melting and sea level is rising 0 3 Rapid or gradual increase in temperature 0 2 The layer of gas surrounding Earth. When temperature increases, half of the gas evaporates, the rest stays around the Earth 1 1 Pollution gets around the ozone layer and the temperature increases 0 1 The ozone layer around the Earth. Temperature becomes warmer, more solar rays are entering than before 0 1 Abnormal changes in the temperature caused by pollution 4 0 I don’t know 26 0 Results: Evidence (n=39) (misconceptions are in italics) Evidence Initial evaluation Final evaluation Warmer summers, temperature increases 0 6 Floods, sea level rise 0 5 Ice breaks wharves, sand dunes 0 3 Beach becomes smaller 0 2 No more snow or less snow during the winter season 1 2 More storms, rain storms 0 2 We had snow this Winter but it was warm 0 1 The ordinary change in the seasons 0 1 More snow in the winter 0 1 Lawns less green 0 1 I don’t know 37 0 Results: Causes (n=39) (misconceptions are in italics) Causes Initial evaluation Final evaluation Smoke from the automobiles 1 14 Pollution 0 11 The layer of gas gets thicker, temperature increases 0 11 Smoke from the industries 1 7 Waste in the air 0 6 I don’t know 37 3 Smoke 0 3 Temperature, heat 0 2 Cigarette smoke 0 2 Boats 0 2 The ozone layer (the sun goes through because of the holes) 0 1 Landfills 0 1 Solar rays are stuck in the ozone layer and this heats up the Eartn 0 1 The sun melts the ice 0 1 Results: Consequences of climate change (n=39) (misconceptions are in italics) Consequences Initial evaluation Final evaluation Sea level rise, erosion 0 10 Floods, tornados, storms 0 9 Trees are going to die because it will be too cold or too hot 0 8 Animals could die because the temperature is increasing 0 7 It’s going to be warmer 1 7 Destruction of cottages and wharves near the water 1 7 Affects human health : disease and mortality 1 6 Beach modification 0 6 Destroy the food web or animal habitats 0 5 I don’t know 37 3 Skin cancer 0 2 Less fish because the water will be warm 0 2 Lack of water 0 2 We will have different trees here 0 2 Results: Actions that we can take (n=39) (misconceptions are in italics) Actions Initial evaluation Final evaluation Walk or use your bicycle instead of driving an automobile 0 19 Pollute less 0 9 Put waste in the garbage 0 7 Inform others 0 6 Recycle 0 6 Sort your waste 0 2 Plant a garden 0 2 Plant trees 0 2 Use plastic containers for your sandwich instead of plastic bags 0 1 I can’t really do something (I am only one person) 1 1 I don’t know 38 0 Students’ impression that people will mobilize and that we will be able to stop the damage (n=39) Answers Initial evaluation Final evaluation No, there are always people that are going to pollute 1 20 No, there is already a lot of pollution in the atmosphere and we can’t take it out 0 2 It may be natural 0 2 No, we are used to taking our automobiles, faster ways 0 2 There is already a lot of pollution in the atmosphere and the greenhouse is very much damaged 0 1 People don’t know that climate change is occuring 0 1 There are many climate changes and you can’t tell where they are 0 1 It is a powerful thing 0 1 Results: Pedagogical activities that helped their understanding (n=39) Activities Final evaluation Beach outing 17 Team work as scientists 11 Conference at the University 8 The action of planting trees with their explanations 5 Forest outing 4 Climate change explanations 3 All the activities (what we saw, discussed) 2 The video 2 Review after the activities 1 Water samples 1 Observation of the commitment of 7 students in Barachois Individual interviews during the entire project Results: not every student was at the same point Intention : wants to talk about it Talks about it Environmental actions Exercise vigilance Avoid … Recover… Brings on new behaviour... Conclusion Start of awareness Commitment expressed by the desire to know more, to explain to others, to participate in actions Transition of the spectator status to the actor …support ! Result analysis Important improvement of the students’ conceptions on the nature, causes, evidence, local and personal consequences of climate change and actions you can take Development in some students of erroneous or unexpected conceptions: Erroneous comprehension of the greenhouse effect (n=3) Confusion between climate change and the normal change in the seasons (n=2) Conception that litter has an impact on the climate (n=8) Conception that climate change is an important phenomenon and that adults won’t mobilize to change things (n=20) Model analysis The local study of the phenomenon has encouraged an awareness and made learning easier Students were encouraged to learn by the socioconstructivist approach (like scientists) but found it difficult Students liked to handle scientific instruments The drawing of the greenhouse effect was efficient The accomplishment of an action helped develop a feeling of capability to act Sensory activities linking with nature are useful The communication of knowledge helped in the retention and was appreciated because teenagers like to meet other teenagers Modifications to the model Allow more time to better understand the phenomenon and to practice new behaviour Give the chance to accomplish personal actions and not only group actions : students could choose by themselves to try out behaviour and to hear about others that do the same Potential development of the idea that many others are mobilizing to change things The Mutants’ Circle Project An action research Teachers try to modify their students’ behaviour We monitor the students while they try out their new behaviour