This study analyzed sixth-graders' perceptions of a year-long education program promoting activism for climate change in Israel. The program aimed to encourage students to lead activities mitigating and adapting to climate change. The research questions were: 1) What are sixth-graders' attitudes towards climate change education? and 2) What program components foster proenvironmental behavior and willingness to reduce the impact on climate change? Qualitative analysis used written summaries, drawings, and focus group feedback at four intervals. The results showed that while students' climate change concerns remained, they developed a sense of self-efficacy for leading activism. They recommended continuing the program, expanding it to lower grades, and providing opportunities to experience activism. The study suggests promoting behavioral change regarding climate change in sixth grade may be effective as children develop their environmental attitudes and perspectives. The research highlights the importance of climate change education, which can encourage activism to mitigate and adapt to climate change among young children.
Gal, A
To teach or not to teach climate change education - the perceptions of sixth-graders in northern Israel
Childrens Geographies