Using Art Elicitation to Deliver and Evaluate a Grade 4 Climate Change Instructional Module

Jillian Baker, Jason Loxton, Kate Sherren

Research output: Contribution to journalArticlepeer-review

11 Citations (Scopus)

Abstract

We report the results of a climate change module delivered to 48 Grade 3/4 students in Nova Scotia, Canada. We tested for prior knowledge and evaluated interventional effectiveness using art elicitation. Common climate change misconceptions were demonstrated in their preintervention artwork, while postintervention artwork showed improved concordance with climate change causes and impacts, with little grasp of adaptation or mitigation. Students and teachers alike responded positively to the lessons, and few students demonstrated negative emotional reactions to the material. We highlight some shortcomings, but demonstrate the utility of art elicitation and the appropriateness of introducing climate change to Grade 4 students.

Original languageEnglish
Pages (from-to)130-142
Number of pages13
JournalApplied Environmental Education and Communication
Volume12
Issue number2
DOIs
Publication statusPublished - Apr 2013

Bibliographical note

Funding Information:
This work was supported by the 2011 Climate Change Adaptation Fund, Nova Scotia Department of Environment. We would like to thank Marilyn Webster, Kyla Milne, and Will Green for collaboration and collegiality. This work was presented as “Are you climate-smarter than a fourth grader?” in the Environmental Education and Communication stream of the Canadian Learned Societies Congress, held May 30 to June 1, 2012, in Waterloo, ON, where attendees provided valuable feedback. Finally, we would like to thank the principals, teachers, and students involved in our pilot study for their welcome, enthusiasm, and hard work.

ASJC Scopus Subject Areas

  • Education
  • Communication
  • General Environmental Science

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