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Abstract
Climate change generally and global warming specifically have become a common feature of the daily news. Due to widespread recognition of the adverse consequences of climate change on human lives, concerted societal effort has been taken to address it (e.g. by means of the science curriculum). This study was designed to test the effect that child-centred, 5E learning cycle-based climate change activities would have over more traditional teacher-centred activities on Malaysian Year 5 primary students (11 years). A quasi-experimental design involving a treatment (n = 55) and a group representing typical teaching method (n = 60) was used to measure the effectiveness of these activities on (a) increasing children's knowledge about global warming; (b) changing their attitudes to be more favourable towards the environment and (c) identify the relationship between knowledge and attitude that exist in this study. Statistically significant differences in favour of the treatment group were detected for both knowledge and environmental attitudes. Non-significant relationship was identified between knowledge and attitude in this study. Interviews with randomly selected students from treatment and comparison groups further underscore these findings. Implications are discussed.