Teenagers expand their Conceptions of Climate Change Adaptation through Research-Education Cooperation Oliver Gerald Schrot, Lars Keller, Dunja Peduzzi, Alina Kuthe, Maximilian Riede & David Ludwig International Symposium on Climate Change and the Role of Education, Lincoln (UK), 13 th April 2019
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Teenagers expand their Conceptions of Climate Change Adaptation through
Research-Education Cooperation
Oliver Gerald Schrot, Lars Keller, Dunja Peduzzi, Alina Kuthe, Maximilian Riede & David Ludwig
International Symposium on Climate Change and the Role of Education, Lincoln (UK), 13th April 2019
o My PhD-Project
o Research-Education Cooperation: Generation F3 – Fit for Future
o Teenagers expand their Conceptions of Climate Change Adaptation through Research-Education Cooperation
o Climate Change Education – What works?
o Discussion and Outlook
Overview
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o Environmental Scientist by training
o Climate Change Adaptation and the Role of Education: Research, Engagement and Reflections for a 2-degree world and beyond (supervised by Prof. Johann Stötter)
o Institute of Geography, University of Innsbruck, Austria
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My PhD-project
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The research project: Generation F3 - Fit for Future
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o Three-year climate change education research project funded by the Autonomous Province of Bozen/Bolzano South Tyrol (Italy)
o Coordinated by Institute of Geography (University of Innsbruck) & Institute for Earth Observation (EURAC Research)
o Climate Change Adaptation (in North- and South Tyrol)
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Zebisch et al. (2018)
Who is research-education cooperation?
o 4 schools (2 in North Tyrol, Austria & 2 in South Tyrol, Italy)
o 4 intervention groups & 4 control groups
o 240 teenagers between 16 and 18 years
o 4 geography teachers
o 56 adaptation researchers, adaptation practitioners and officials
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What is research-education cooperation?
o Generation F3 – Fit for Future is a research-education cooperation
o first year 2017/18 & second year 2018/19
o Climate Change Adaptation (Anderson 2012)
o Moderate-constructivist theory (Krahenbuhl 2016)
o Research-based learning setting on Climate Change Adaptation (Riede et al. 2017)
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How does a research-education cooperation work?
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In-school workshop I:
introduction to climate change
adaptationNovember 2017
In-school workshop II:
introduction to scientific working
In-school workshop III:
finding a research question
Expert workshop Iclimate change adaptation &
research questionJanuary 2018
In-school workshop IV:
specifying research approach
In-school workshop V:
introduction to data analysis
Expert workshop IIresearch approach
& data analysisApril 2018
In-school workshop VI:interpretating
results
In-school workshop VII:
preparing scientific
poster
Poster sessiondisseminating CC
adaptation researchJune 2018
Impressions from Generation F3 - Fit for Future
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Impressions from Generation F3 - Fit for Future
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Teenagers expand their Conceptions of Climate Change Adaptation through Research-Education Cooperation
» conception: an idea of what something is like, or a basic understanding of a situation or a principle (Cambridge Dictionary)
» concept: a principle or idea (Cambridge Dictionary)
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Research Questions
1. Which conceptions do high-school students hold about CC adaptation and what is the influence of year-long research-education cooperation?
2. What is the influence of year-long research-education cooperation on students’ ability to differentiate between CC adaptation and CC mitigation?
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Sample
o Intervention group students (n=60)
o Control group students (n=40)
o Between 16 and 18 years old (M=16.85)
o 52% female students
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Data Analysis
Students’ conceptions of CC adaptationo Web-based survey (pre-test post-test design)o Conventional Content Analysis (students’ conceptions of CC adaptation)
o Inductive Codingo Intercoder agreement between 3 coders was 81%o Chi-square test (absolute frequency differences of CC adaptation conceptions)
Students’ ability to differentiate between CC adaptation and mitigationo Multiple choice instrument o T-test (absolute frequency differences of ability to differentiate between CC adaptation and
CC mitigation)
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Instruments
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Results: Students’ CC adaptation conceptionsIntervention group students
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Results: Students’ CC adaptation conceptionsIntervention group students
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Results: Students’ CC adaptation conceptionsIntervention group students
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Results: Students’ CC adaptation conceptionsControl group students
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Results: Students’ CC adaptation conceptionsMain findings
o Students’ conceptions of CC adaptation vary in degree of sophistication
o Students’ developed a more sophisticated understanding of CC adaptation after participating in the research-education cooperation
o Students‘ adopted other scientific concepts, like vulnerability, resilience, or transformation thinking
o The results encourage CC educators working on the issue of CC adaptation to create similar learning settings, like Generation F3 – Fit for Future
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Results: Students’ ability to differentiate between CC adaptation and CC mitigation
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Results: Students’ ability to differentiate between CC adaptation and CC mitigation
Main findings
o The data suggest that intervention group students could differentiate between CC adaptation and CC mitigation much better after they participated in the research-education cooperation
o No significant differences in answer frequencies for the control group during pre- and post-test were detected at all
o The ability to distinct between adaptation and mitigation behaviours can be supported using a similar educational design, like Generation F3 –Fit for Future
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Discussion: Students’ conceptions
o It was difficult to draw meaning from the data in each case, and therefore the coding may add simplified logic to the complex qualitative data
o Adaptation is a complex issue, it cannot be taken for granted that without CC education lay people will grasp the idea of this concept (Bofferding and Kloser 2015)
o Vulnerability, resilience or transformation are crucial principles to understanding the strategy of CC adaptation in terms of its objectives and barriers (Folke et al. 2010)
o Control group students did not gain the advantage of working with CC experts (Bournot-Trites & Belanger 2005)
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Discussion: Educational design
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Effective CC education (Monroe et al. 2017)
Generation F3 – Fit for Future Implications for CC adaptation
Deliberative discussions that engage learners Group projects on CC adaptation Adaptation is a social process
Addressing misconceptions Moderate-constructivist theory Adaptation starts with students’
prior knowledge
Interaction with scientists 56 adaptation researchers & adaptation practitioners
Adaptation is context-specific
School and community projects Research-education cooperation framing
Adaptation is a collaborative process
Summary
o Educating CC adaptation needs learning settings that cross the borders of the classroom
o Educating CC adaptation requires interaction with CC experts
o Students‘ successfully expand their conceptions of CC adaptation
o More empirical research on CC adaptation and the role of CC education is needed
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Outlook
Next research article:
o Building Teenagers’ Cognitive Adaptive Capacity through Climate Change Education: Linking Subjective and Objective Adaptation Appraisal
ReferencesAnderson, A. (2012). Climate change education for mitigation and adaptation. Journal of Education for Sustainable Development, 6(2),191-206. doi: 10.1177/0973408212475199
Bournot-Trites, M., & Belanger, J. (2005). Ethical dilemmas facing action researchers. Journal of Educational Thought, 39(2), 197-215.
Folke, C., Carpenter, S. R., Walker, B., Scheffer, M., Chapin, T., & Rockström, J. (2010). Resilience thinking: integrating resilience, adaptability and transformability. Ecology and Society, 15(4). http://www.ecologyandsociety.org/vol15/iss4/art20/
Krahenbuhl, K. S. (2016). Student-centered Education and Constructivism: Challenges, Concerns, and Clarity for Teachers. The ClearingHouse: A Journal of Education Strategies, Issues and Ideas, 89(3), 97-105. doi: 10.1080/00098655.2016.1191311
Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2017). Identifying effective climate change education strategies: a systematic review of the research. Environmental Education Research, 1-22. doi:10.1080/13504622.2017.1360842
Riede, M., Keller, L., Oberrauch, A., & Link, S. (2017). Climate change communication beyond the ‘ivory-tower’: A case study about thedevelopment, application, and evaluation of a science-education approach to communicate climate change to young people. Journal ofSustainability Education, 12, 1-24.
Zebisch M., Vaccaro R., Niedrist G., Schneiderbauer S., Streifeneder T., Weiß M., Troi A., … Bergonzi V. (Eds). (2018). Klimareport –Südtirol 2018. Bozen, Italien: Eurac Research