Student Perspectives on Climate Change through Place-Based Filmmaking

Autor/inn/en	Littrell, Megan K.; Tayne, Kelsey; Okochi, Christine; Leckey, Erin; Gold, Anne U.; Lynds, Susan
Titel	Student Perspectives on Climate Change through Place-Based Filmmaking
Quelle	In: Environmental Education Research, 26 (2020) 4, S.594-610 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Littrell, Megan K.) ORCID (Gold, Anne U.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2020.1736516
Schlagwörter	Student Attitudes; Climate; Environmental Education; Place Based Education; Film Production; Informal Education; High School Students; Attitude Change; Science Education; Responsibility; Empowerment; Colorado + Suchen Sie Ihr Suchwort? Schülerverhalten; Klima; Umweltbildung; Umwelterziehung; Umweltpädagogik; Filmproduktion; Informelle Bildung; Nichtformale Bildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Attitudinal change; Einstellungsänderung; Naturwissenschaftliche Bildung; Verantwortungsübernahme; Zuständigkeit
Abstract	The study examined high school students' perspectives on climate change before and after participation in an informal science education program. During the program, students made a short, place-based film about climate change impacts in their communities. Qualitative and quantitative analysis of student data revealed key themes that illustrate how students characterized climate change before and after developing their films. Following the program, students described climate change as locally-relevant, alarming, and a concern that held increased personal importance to them. They also reported greater confidence in their understanding of the causes and consequences of climate change and indicated a stronger sense of both collective and personal responsibility to take action to address climate change challenges in their communities. The study adds to the existing body of literature that describes how making personally meaningful connections with climate change can inspire a sense of responsibility and agency among students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01