Beschreibung
Science education plays a crucial role in equipping young students to tackle the challenges posed by climate change. Children and adolescents worldwide report negative emotions and a lack of efficacy in this context, which is why learning environments are needed which integrate an affective dimension and focus on efficient, collaborative ways to reduce carbon emissions. Hereby, understanding school students’ climate-related hope is crucial, since it is considered as a driver for their engagement in climate action. To provide the ground for designing climate change instruction that meets learners‘ needs, this cross-sectional study investigates the connections between secondary school students’ climate change hope and action both on an individual and collective sphere, considering low-impact as well as high-impact mitigative actions. Further, students’ reasons for hope (or the lack of it) were examined to gain a deeper understanding of connections to their reported behaviors. In a mixed methods approach, data of 437 Austrian school students (grades 8-11, academic track) were collected. Results reveal that much of students’ hope is placed on the individual, in contrast to the collective ability of society to respond to the climate crisis. However, they at the same time scored low on their current climate action, especially for multiplicative and political climate action. To confront former individualistic, disempowering frameworks, our results imply that climate change instruction should increasingly focus on providing positive narratives of how to combat climate change, and a holistic approach towards solutions including both actions at the individual and collective sphere.| Zeitraum | 29 Aug. 2025 |
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| Ereignistitel | ESERA 2025 Conference - 16th Conference of the European Science Education Research Association: Transitions in Science Education: Sustainability and Digital Advances |
| Veranstaltungstyp | Konferenz |
| Ort | Copenhagen, DänemarkAuf Karte anzeigen |
| Bekanntheitsgrad | International |