scholarly journals How Big Is My Carbon Footprint? Understanding Young People’s Engagement with Climate Change Education

2021 ◽  
Vol 13 (4) ◽  
pp. 1961
Author(s):  
Helen Ross ◽  
Jennifer A. Rudd ◽  
R. Lyle Skains ◽  
Ruth Horry
Keyword(s):  
Climate Change ◽  
Education Programme ◽  
Theory Approach ◽  
Climate Change Education ◽  
Effect Change ◽  
Bicycle Model ◽  
Power Stage ◽  
Children’S Views ◽  
Stage 1 ◽  
Grounded Theory Approach

This paper presents a new engagement model for climate change education (CCE) as a result of analysing interactive digital narratives (IDNs) created during the You and CO2 Climate Change Education Programme. Young people aged 13–15 from two schools in Wales participated in three workshops, which culminated in students producing IDNs about climate change using Twine storytelling software. An inductive, grounded-theory approach informed by Bourdieusien principles of habitus and value was used to explore students’ responses to the Programme. Stage 1 coding identified ‘Core Themes’ and located student responses along tri-axial continua showing engagement, agency, and power. Stage 2 coding combined ‘Core Themes’ to build upon Cantell et al.’s 2019 Bicycle Model of Climate Change Education to create a new ‘holistic Agentic Climate-Change Engagement’ model (h-ACE), where learners’ journeys towards full engagement with and understanding of CCE and action could be traced. Barriers to students’ engagement with and understanding of CCE were identified through Bourdieusien analysis of responses. Results show that engagement was related to children’s views on their capacity to effect change on individual, local and governmental levels. The h-ACE provides a model for adjusting CCE curricula to accommodate young people’s varying cultures and views.

scholarly journals How Big is My Carbon Footprint? Understanding Young People's Engagement with Climate Change Education

2020 ◽  
Author(s):  
Helen Ross ◽  
Jennifer A. Rudd ◽  
R. Lyle Skains ◽  
Ruth Horry
Keyword(s):  
Climate Change ◽  
Education Programme ◽  
Theory Approach ◽  
Climate Change Education ◽  
Effect Change ◽  
Bicycle Model ◽  
Power Stage ◽  
Children’S Views ◽  
Stage 1 ◽  
Grounded Theory Approach

This paper presents a new engagement model for climate change education (CCE) as a result of analysing interactive digital narratives (IDNs) created during the You and CO2 Climate Change Education Programme. Young people aged 13-15 from two schools in Wales participated in three workshops, which culminated in students producing IDNs about climate change using Twine storytelling software. An inductive, grounded-theory approach informed by Bourdieusien principles of habitus and value was used to explore students’ responses to the Programme. Stage 1 coding identified ‘Core Themes’ and located student responses along tri-axial continua showing engagement, agency, and power. Stage 2 coding combined ‘Core Themes’ to build upon Cantell’s 2019 Bicycle Model of Climate Change Education to create a new ‘Holistic Engagement Model for Climate Change Education and Action’ (HEMCCEA), where learners’ journeys towards full engagement with and understanding of CCE and action could be traced. Barriers to students’ engagement with and understanding of CCE were identified through Bourdieusien analysis of responses. Results show that engagement was related to children’s views on their capacity to effect change on individual, local and governmental level. The HEMCCEA provides a model for adjusting CCE curricula to accommodate young people’s varying cultures and views.

scholarly journals Bicycle model on climate change education: presenting and evaluating a model

2019 ◽  
Vol 25 (5) ◽  
pp. 717-731 ◽  
Author(s):  
Hannele Cantell ◽  
Sakari Tolppanen ◽  
Essi Aarnio-Linnanvuori ◽  
Anna Lehtonen
Keyword(s):  
Climate Change ◽  
Climate Change Education ◽  
Bicycle Model

scholarly journals SUSTAINABILITY RESEARCH: A GROUNDED THEORY APPROACH IN THE FIELD OF CLIMATE CHANGE

2019 ◽  
Vol 8 (3) ◽  
Author(s):  
Vanessa C. Pinsky ◽  
Isak Kruglianskas ◽  
Clandia Maffini Gomes ◽  
Amir Rezaee
Keyword(s):  
Climate Change ◽  
Grounded Theory ◽  
Theory Approach ◽  
Hard Science ◽  
Sustainability Research ◽  
Grounded Theory Approach

A mudança climática é um problema global, complexo e incerto, pois é impulsionado pelo comportamento humano, e apresenta riscos no longo prazo para os sistemas naturais e humanos. Mudanças no comportamento humano, fluxo de financiamento, instrumentos de política, e governança multinível são necessários para mitigar e gerenciar os principais riscos climáticos. Entender as dimensões sociais da mudança climática é, literalmente, um tema quente a ser estudado. A maior parte da literatura científica nessa área é focada em ‘hard science’. Diferentes métodos de construção de teoria são utilizados nas ciências sociais aplicadas. No entanto, o uso da abordagem da teoria fundamentada na pesquisa em sustentabilidade, especialmente ‘soft science’ na área de mudanças climáticas, é escasso. O objetivo desse artigo é discutir o uso do método teoria fundamentada em um campo de pesquisa emergente que combina governança e mudança climática. O artigo apresenta resultados substantivos de um quadro teórico emergente que explica o processo de governança de REDD+ no Brasil, um mecanismo de financiamento climático da Convenção-Quadro das Nações Unidas sobre Mudanças Climáticas (UNFCCC) focado na mitigação de emissões florestais em países em desenvolvimento. Ao invés de discutir sobre os melhores procedimentos e técnicas para construir uma teoria, que podem ser acessadas em várias publicações científicas, esse artigo apresenta um guia prático e discute as lições aprendidas para integrar o "Modelo Teórico de Governança em REDD+". Acadêmicos e pós-graduandos são encorajados a testar e validar (ou não) o modelo teórico emergente nesse estudo.

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