Using empirical science education in schools to improve climate change literacy. (May 2023)

• Record Type: Journal Article
• Authors: Kumar, Prashant; Sahani, Jeetendra; Rawat, Nidhi; Debele, Sisay; Tiwari, Arvind; Mendes Emygdio, Ana Paula; Abhijith, K.V.; Kukadia, Vina; Holmes, Kathryn; Pfautsch, Sebastian
• Is Part Of: Renewable & sustainable energy reviews. Volume 178(2023)
• Publication Date: 2023-05
• Subjects: Urban heat island -- Climate change -- STEM education -- Infrared thermography -- Immersive learning -- Sustainable development goals; Activities This includes two quizzes (pre- and post-sessions) and thermal imaging sessions of the study -- AIC Akaike Information Criterion -- CDF Cumulative Distribution Function -- CFD Car Free Day -- CO2 Carbon dioxide -- Cohort/Student group Group of up to 20 students from each school. In the case of PS -- it is composed of Years 5 and 6 students. For SS it includes Year 7–9 students -- EYFS Early Years Foundation Stage -- FLIR Forward Looking InfraRed -- GLL Guildford Living Lab -- Heat-Cool How building heats and trees cool our cities? IAS -- Institute of Advanced Studies iPAD-IR -- Interactive Personal Application Device- InfraRed MSX -- Multi-Spectral Dynamic Imaging NASA -- National Aeronautics and Space Administration NCE -- National Curriculum in England OECD -- Organisation for Economic Co-operation and Development OFSTED -- Office for Standards in Education Children's Services and Skills -- PDF Probability Density Function -- POA Play Observe and Ask -- PS Primary School -- Sessions These are 4–5 thermal imaging sessions comprising hands-on experience with iPAD-IR and taking pictures of indoor and outdoor objects to understand the heating and cooling principles in the context of climate change -- SDG Sustainable Development Goal -- SI Supplementary Information -- SS Secondary School -- STEM Science Technology Engineering and Mathematics -- Sub-group Group of 3–5 students formed for any session from each student cohort of a school -- UK United Kingdom -- UNESCO United Nations Educational Scientific and Cultural Organisation -- UNFCCC United Nations Framework Convention on Climate Change -- UNICEF United Nations International Children's Emergency Fund; Renewable energy sources -- Periodicals; Power resources -- Periodicals; Énergies renouvelables -- Périodiques; Ressources énergétiques -- Périodiques; 333.794
• DOI: 10.1016/j.rser.2023.113232
• Languages: English
• ISSNs: 1364-0321

Abstract

Abstract: Providing children with a clear understanding of climate change drivers and their mitigation is crucial for their roles as future earth stewards. To achieve this, it will be necessary to reverse the declining interest in STEM (Science, Technology, Engineering and Mathematics) education in schools in the UK and other countries, as STEM skills will be critical when designing effective mitigation solutions for climate change. The 'Heat-Cool Initiative' was co-designed and successfully implemented in five primary/secondary UK schools, as a playful learning tool to unleash student interest in STEM subjects. 103 students from two cohorts (years 5–6 and 7–9) participated in five Heat-Cool activity sessions where they used infrared cameras to explore the issue of urban heat. Their learning was evaluated using a multi-functional quantitative assessment, including pre- and post-session quizzes. Climate change literacy increased by 9.4% in primary school children and by 4.5% in secondary school children. Analyses of >2000 infrared images taken by students, categorised into 13 common themes, revealed age-related differences in children's cognitive development. At primary school age, images of the 'self' dominated; secondary school children engaged more with their physical environment. This novel approach demonstrated the importance of developing tailored technology-enhanced STEM education programmes for different age cohorts, leading to a high capacity for improving learning outcomes regarding climate change. Such programmes, embedded in school curricula nationally and internationally, could become a much-needed positive contribution to reaching the United Nation's Sustainable Development Goals, especially Goals 4 (Quality Education) and 13 (Climate Action). Graphical abstract: Image 1 Highlights: Heat-Cool (how building heats and trees cool cities) was designed and implemented. Awareness in ∼22% school children improved with ≥80% marks in post-sessions quiz. 79% primary and 62% secondary school students' knowledge increased on climate change. Positive motivation and engagement were observed in ≥89% of the student subgroups. Students took 2195 images to indicate their excitement with the activity.