Students' conceptions and attitudes about climate change

Abstract

The purpose of this study was to examine the effects of a climate change unit in an environmental science classroom at an alternative charter school. Before and after the unit, students were surveyed on their attitudes, tested on their content knowledge, and asked to complete two concept maps about climate change, climate change mitigation, and climate change adaptation. A random sample of five students were interviewed after the unit. Students showed increased content knowledge about climate systems, the effects of climate change, mitigation strategies, and adaptation strategies. Surprise and curiosity increased significantly. Some attitudes, like having strong feelings, anger, and shame may have increased. Other attitudes, including anxiety, hope, and happiness showed no statistical change. Future research may tease out the factors, such as coping mechanisms, that influence high variability in attitudes about climate change.