Student perspectives on climate change through place-based filmmaking

Abstract

The study examined high school students’ perspectives on climate change before and after participation in an informal science education program. During the program, students made a short, place-based film about climate change impacts in their communities. Qualitative and quantitative analysis of student data revealed key themes that illustrate how students characterized climate change before and after developing their films. Following the program, students described climate change as locally-relevant, alarming, and a concern that held increased personal importance to them. They also reported greater confidence in their understanding of the causes and consequences of climate change and indicated a stronger sense of both collective and personal responsibility to take action to address climate change challenges in their communities. The study adds to the existing body of literature that describes how making personally meaningful connections with climate change can inspire a sense of responsibility and agency among students.

Keywords:

• adolescents
• climate change
• filmmaking
• informal education
• place-based

Acknowledgements

This research was supported by the National Science Foundation under grant number DRL-1513320. We are thankful for a grant from the University of Colorado’s Office of Outreach and Engagement to support students’ travel to attend the program. The authors would also like to thank Lesley Smith and Sarah Wise for their vision and support throughout the design and implementation of the program. We thank Amanda Morton for her support of logistical operations that made the programs possible.

Notes

1 In addition, two students responded "Caused mostly by natural changes" (option A) and one student responded "Don't know" (Option D) at the pre-survey. All three of these students switched to “Both humans and natural changes…” (Option B) at the post-survey, indicating that they realized humans were at least partially responsible for global warming. However, one student who had responded with Option B at pre switched “Caused mostly natural change…” (Option C) at post. In addition, there was some switching between Options A and B on the pre- to post-survey for a total of 18 A and 16 B on the post-survey.

Additional information

Funding

This research was supported by the National Science Foundation under grant number DRL-1513320.

Notes on contributors

Megan K. Littrell

Megan K. Littrell is an educational researcher at CIRES Education and Outreach at the University of Colorado Boulder. She holds a doctorate in cognitive psychology from Colorado State University. She has expertise in educational research design, data analysis, and assessment of educational programs’ impacts on student learning.

Kelsey Tayne

Kelsey Tayne is a graduate research assistant at CIRES Education and Outreach and a doctoral candidate in the School of Education at the University of Colorado Boulder. Her primary research focus is on how to design for learning opportunities that support youth in taking action on climate change and other environmental challenges.

Christine Okochi

Christine Okochi is a professional research assistant at CIRES Education and Outreach at the University of Colorado Boulder. She holds two masters degrees in education from Teachers College and New York University. She collaborates on educational research and qualitative analysis.

Erin Leckey

Erin Leckey is the program manager for the Lens on Climate Change program. She holds a masters in Geology from the University of California and Doctorate in Geology from the University of Colorado Boulder. She uses her background in geology and ecology to help people understand the current changes in Earth’s climate.

Anne U. Gold

Anne Gold is the Director of CIRES Education and Outreach at the University of Colorado Boulder and PI on the Lens on Climate Change project. She holds a doctoral degree in Paleoclimatology from the University of Regensburg in Germany. She now focuses on science outreach and training for educators, students and the general public around climate and general geoscience topics.

Susan Lynds

Susan Lynds is a program evaluator at CIRES Education and Outreach at the University of Colorado Boulder. She holds a masters degree in science education from Oregon State University. She has assessed for effectiveness dozens of teacher professional development