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 language | English |
|---|---|
| Pages (from-to) | 130-142 |
| Number of pages | 13 |
| Journal | Applied Environmental Education and Communication |
| Volume | 12 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 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
