Climate Literacy in Compulsory Secondary Schools: a case study

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https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2023.v20.i3.3501

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Vol. 20 No. 3 (2023): In press
Science education and sustainability
3501
Published: 20-04-2023
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Authors

  • Eduardo Agosta Scarel (AR) Movimiento Laudato Si', Ciudad del Vaticano, España. Consejo Nacional De Investigaciones Científicas y Técnicas, CONICET. Argentina.
    Google Schoolar Google Scholar
    https://orcid.org/0000-0003-1182-8877
  • María José Cuetos Revuelta (ES) Universidad Internacional de La Rioja. Facultad de Educación. Área de Didáctica de las Matemáticas y de las Ciencias Experimentales. La Rioja. España
    Google Schoolar Google Scholar
    https://orcid.org/0000-0002-9555-8765

Abstract

La crisis climática es, desde el punto de vista científico, el mayor desafío que enfrentan las sociedades. Se hace urgente preparar a la ciudadanía para generar cambios de comportamiento a favor del clima en los próximos años. El objetivo específico de este trabajo era evaluar el nivel de desarrollo de la alfabetización climática (AC) antes (fase PRE) y después (fase POS) de la implementación de una intervención sobre el cambio climático (CC), en el alumnado de 3° de ESO pertenecientes a un centro educativo de Castellón, España. Previamente se realizó el diagnóstico de las opiniones y el nivel de conocimiento acerca de la ciencia del clima o AC en los alumnos de 2°, 3° y 4° de la ESO y en el profesorado de este centro. Por tanto, este trabajo de investigación tuvo como meta global ser una contribución a la AC mejorando la comprensión por parte del alumnado de 3° de ESO del tema del calentamiento global antropogénico, o CC, a través de la implementación del programa “cambio climático” diseñado para este fin. La comparativa de resultados antes y después de implementar este programa mostró la existencia de mejoras estadísticamente significativas en algunos de los dominios de conocimiento de la ciencia del clima. Se trasciende que la educación climática es esencial para el desarrollo de visiones del mundo significativas, la comprensión de la ciencia del clima y el compromiso y participación en actividades pro-climáticas.

Palabras clave: Crisis climática; Educación secundaria; Alfabetización climática; Cambio climático.

Climate Literacy in Compulsory Secondary Schools: a case study

Abstract: From a scientific perspective, climate crisis is the greatest challenge facing societies. There is an urgent need to prepare citizens for pro-climate changes in the coming years. The specific objective of this study was to evaluate the level of development of climate literacy (CL) before (PRE phase) and after (POS phase) the implementation of an intervention on climate change (CC) in the 3rd grade students in Compulsory Secondary School belonging to an educational centre in Castellón, Spain. Previously, the diagnosis on the opinions and the level of knowledge about climate science or CL of 2nd, 3rd and 4th grade students and teachers at this school was made. Therefore, the overall goal of this research work was to contribute to climate literacy by improving the understanding of 3rd grade students of the topic of anthropogenic global warming, or CC, through the implementation of the "climate change" program designed for this purpose. Comparison of results before and after implementing this program showed statistically significant improvements in some of the climate science knowledge domains. It is transcended that climate education is essential for the development of meaningful worldviews, understanding of climate science and engagement and participation in pro-climate activities.

Keywords: Climate crisis; Secondary education; Climate literacy; Climate change.

Keywords

climate crisis; secondary education; climate literacy; climate change Google Schoolar

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The Carmelite NGO

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Copyright (c) 2023 Eduardo Agosta Scarel, María José Cuetos Revuelta

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