1,381
Views
0
CrossRef citations to date
0
Altmetric
Research Article

What children know and want to know about climate change: a prior-knowledge self-assessment

ORCID Icon, , ORCID Icon, ORCID Icon, ORCID Icon, & ORCID Icon show all
Received 26 Jun 2023, Accepted 13 Jan 2024, Published online: 05 Feb 2024

References

  • Acikalin, F. S. 2013. “Middle School Students’ Conceptions of Environmental Issues.” International Journal of New Trends in Arts, Sports & Science Education 2 (4): 23–27.
  • Anderson, M. J. 2001. “A New Method for Non-Parametric Multivariate Analysis of Variance.” Austral Ecology 26 (1): 32–46. https://doi.org/10.1111/j.1442-9993.2001.01070.pp.x
  • Andersson, B., and A. Wallin. 2000. “Students’ Understanding of the Greenhouse Effect, the Societal Consequences of Reducing CO2 Emissions and the Problem of Ozone Layer Depletion.” Journal of Research in Science Teaching 37 (10): 1096–1111.
  • Arezki, R., P. Bolton, K. El Aynaoui, and M. Obstfeld. 2018. “Coping with the Climate Crisis : Mitigation Policies and Global Coordination.” Columbia University Press. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=e000bww&AN=1827981&lang=pt-pt&site=eds-live&scope=site.
  • Aurélio, L., S. França, V. Sequeira, D. Boaventura, M. J. Correia, B. Pinto, S. Amoroso, et al. 2021. “Tell a Story to Save a River: Assessing the Impact of Using a Children’s Book in the Classroom as a Tool to Promote Environmental Awareness.” Frontiers in Marine Science 8 (July): 1–9. https://doi.org/10.3389/fmars.2021.699122
  • Baker, B. 2019. “Biologists as Communicators.” BioScience 69 (2): 101–107. https://doi.org/10.1093/biosci/biy158
  • Baram-Tsabari, A., and J. Osborne. 2015. “Bridging Science Education and Science Communication Research.” Journal of Research in Science Teaching 52 (2): 135–144. https://doi.org/10.1002/tea.21202
  • Bergan-Roller, H. E., N. J. Galt, T. Helikar, and J. T. Dauer. 2020. “Using Concept Maps to Characterise Cellular Respiration Knowledge in Undergraduate Students.” Journal of Biological Education 54 (1): 33–46. https://doi.org/10.1080/00219266.2018.1541001
  • Boaventura, D., A. T. Neves, J. Santos, P. C. Pereira, C. Luís, A. Monteiro, A. Cartaxana, S. J. Hawkins, M. F. Caldeira, and A. Ponces de Carvalho. 2021. “Promoting Ocean Literacy in Elementary School Students Through Investigation Activities and Citizen Science.” Frontiers in Marine Science 8 (September): 1–11. https://doi.org/10.3389/fmars.2021.675278
  • Boylan, C. 2008. “Exploring Elementary Students’ Understanding of Energy and Climate Change.” International Electronic Journal of Elementary Education 1 (1): 1–15.
  • Brod, G., and Y. L. Shing. 2022. “Are There Age-Related Differences in the Effects of Prior Knowledge on Learning? Insights Gained from the Memory Congruency Effect.” Mind, Brain, and Education 16 (2): 89–98. https://doi.org/10.1111/mbe.12320
  • Bromme, R., and S. R. Goldman. 2014. “The Public’s Bounded Understanding of Science.” Educational Psychologist 49 (2): 59–69. https://doi.org/10.1080/00461520.2014.921572
  • Bruine De Bruin, W., and A. Bostrom. 2013. “Assessing What to Address in Science Communication.” Proceedings of the National Academy of Sciences of the United States of America 110 (Suppl. 3): 14062–14068. https://doi.org/10.1073/pnas.1212729110
  • Buettner, A. 2020. “Imagine What We Could Do’– The School Strikes for Climate and Reclaiming Citizen Empowerment.” Continuum 34 (6): 828–839. https://doi.org/10.1080/10304312.2020.1842123
  • Cantell, H., S. Tolppanen, E. Aarnio-Linnanvuori, and A. Lehtonen. 2019. “Bicycle Model on Climate Change Education: Presenting and Evaluating a Model.” Environmental Education Research 25 (5): 717–731. https://doi.org/10.1080/13504622.2019.1570487
  • Cantor, J., and A. I. Nathanson. 2006. “Children’s Fright Reactions to Television News.” Journal of Communication 46 (4): 139–152. https://doi.org/10.1111/j.1460-2466.1996.tb01510.x
  • Carter, C. 2013. “Children and the News: Rethinking Citizenship in the Twenty-First Century.” The Routledge International Handbook of Children, Adolescents and Media (1st ed.), 255–262. Routledge. https://doi.org/10.4324/9780203366981-46
  • Chang, C.-H., and L. Pascua. 2016. “Singapore Students’ Misconceptions of Climate Change.” International Research in Geographical and Environmental Education 25 (1): 84–96. https://doi.org/10.1080/10382046.2015.1106206
  • Cinelli, M., A. Peruzzi, A. L. Schmidt, R. Villa, E. Costa, W. Quattrociocchi, and F. Zollo. 2022. “Promoting Engagement with Quality Communication in Social Media.” PLoS One 17 (10): E0275534. https://doi.org/10.1371/journal.pone.0275534
  • Cook, M. P. 2006. “Visual Representations in Science Education: The Influence of Prior Knowledge and Cognitive Load Theory on Instructional Design Principles.” Science Education 90 (6): 1073–1091. https://doi.org/10.1002/sce.20164
  • Corbin, J. M., and A. Strauss. 1990. “Grounded Theory Research: Procedures, Canons, and Evaluative Criteria.” Qualitative Sociology 13 (1): 3–21. https://doi.org/10.1007/BF00988593
  • Cormick, C., O. Nielssen, P. Ashworth, J. La Salle, and C. Saab. 2015. “What Do Science Communicators Talk about When They Talk about Science Communications? Engaging with the Engagers.” Science Communication 37 (2): 274–282. https://doi.org/10.1177/1075547014560829
  • Davies, M. M. 2008. “Fair AND Balanced Reporting.” Journal of Children and Media 2 (3): 305–310. https://doi.org/10.1080/17482790802327673
  • De Cáceres, M., P. Legendre, and M. Moretti. 2010. “Improving Indicator Species Analysis by Combining Groups of Sites.” Oikos 119 (10): 1674–1684. https://doi.org/10.1111/j.1600-0706.2010.18334.x
  • Dong, A., M. S. Y. Jong, and R. B. King. 2020. “How Does Prior Knowledge Influence Learning Engagement? The Mediating Roles of Cognitive Load and Help-Seeking.” Frontiers in Psychology 11 (October): 591203. https://doi.org/10.3389/fpsyg.2020.591203
  • Edgerly, S., E. K. Vraga, L. Bode, K. Thorson, and E. Thorson. 2018. “New Media, New Relationship to Participation? A Closer Look at Youth News Repertoires and Political Participation.” Journalism & Mass Communication Quarterly 95 (1): 192–212. https://doi.org/10.1177/1077699017706928
  • Falchetti, E., S. Caravita, and A. Sperduti. 2007. “What Do Laypersons Want to Know from Scientists? An Analysis of a Dialogue between Scientists and Laypersons on the Web Site Scienzaonline.” Public Understanding of Science 16 (4): 489–506. https://doi.org/10.1177/0963662505063797
  • Farrell, J. 2019. “The Growth of Climate Change Misinformation in US Philanthropy: Evidence from Natural Language Processing.” Environmental Research Letters 14 (3): 034013. https://doi.org/10.1088/1748-9326/aaf939
  • Feinstein, N. W. 2012. “Making Sense of Autism: Progressive Engagement with Science among Parents of Young, Recently Diagnosed Autistic Children.” Public Understanding of Science 23 (5): 592–609. https://doi.org/10.1177/0963662512455296
  • Foss, A. W. 2018. “Climate Change and Political Discourse: Analysis of Energy Efficiency and Conservation Block Grants in Dallas-Fort Worth.” Journal of Environmental Planning and Management 61 (2): 230–248. https://doi.org/10.1080/09640568.2017.1301894
  • Gkargkavouzi, A., G. Halkos, and S. Matsiori. 2019. “Environmental Behavior in a Private-Sphere Context: Integrating Theories of Planned Behavior and Value Belief Norm, Self-Identity and Habit.” Resources, Conservation & Recycling 148: 145–156. https://doi.org/10.1016/j.resconrec.2019.01.039
  • Guilherme, E., C. Faria, and D. Boaventura. 2016. “Exploring Marine Ecosystems with Elementary School Portuguese Children: Inquiry-Based Project Activities Focused on ‘Real-Life’ Contexts.” Education 44 (6): 715–726. https://doi.org/10.1080/03004279.2015.1007884
  • Höttecke, D., and D. Allchin. 2020. “Reconceptualizing Nature-of-Science Education in the Age of Social Media.” Science Education 104 (4): 641–666. https://doi.org/10.1002/sce.21575
  • Hufnagl, L., R. Eichinger, H. Garny, T. Birner, A. Kuchař, P. Jöckel, and P. Graf. 2023. “Stratospheric Ozone Changes Damp the CO2-Induced Acceleration of the Brewer-Dobson Circulation.” Journal of Climate 36 (10): 3305–3320. https://doi.org/10.1175/JCLI-D-22-0512.1
  • Ienna, M., A. Rofe, M. Gendi, H. E. Douglas, M. Kelly, M. W. Hayward, A. Callen, et al. 2022. “The Relative Role of Knowledge and Empathy in Predicting Pro-Environmental Attitudes and Behavior.” Sustainability 14 (8): 4622. https://doi.org/10.3390/su14084622
  • İnan, İ. 2020. “No Title.” SATS 20 (2): 141–173. https://doi.org/10.1515/sats-2020-2004
  • IPCC, I. P. on C. C. 2023. Synthesis Report of the IPCC Sixth Assessment Report (AR6). https://www.ipcc.ch/report/sixth-assessment-report-cycle/.
  • Jurek, M., J. Frajer, D. Fiedor, J. Brhelová, J. Hercik, M. Jáč, and M. Lehnert. 2022. “Knowledge of Global Climate Change among Czech Students and Its Influence on Their Beliefs in the Efficacy of Mitigation Action.” Environmental Education Research 28 (8): 1126–1143. https://doi.org/10.1080/13504622.2022.2086687
  • Keane, L., and C. P. Griffin. 2018. “Assessing Self-Assessment: Can Age and Prior Literacy Attainment Predict the Accuracy of Children’s Self-Assessments in Literacy?” Irish Educational Studies 37 (1): 127–147. https://doi.org/10.1080/03323315.2018.1449001
  • Keith, R. J., L. M. Given, J. M. Martin, and D. F. Hochuli. 2021. “Urban Children’s Connections to Nature and Environmental Behaviors Differ with Age and Gender.” In PLoS One 16 (7): e0255421. https://doi.org/10.1371/journal.pone.0255421
  • Kenis, A. 2021. “Clashing Tactics, Clashing Generations: The Politics of the School Strikes for Climate in Belgium.” Politics and Governance 9 (2): 135–145. https://doi.org/10.17645/pag.v9i2.3869
  • Kilinc, A., M. Stanisstreet, and E. Boyes. 2008. “Turkish Students’ Ideas about Global Warming.” International Journal of Environmental and Science Education 3 (2): 89–98.
  • Kohen, Z., and Y. J. Dori. 2019. “Toward Narrowing the Gap between Science Communication and Science Education Disciplines.” Review of Education 7 (3): 525–566. https://doi.org/10.1002/rev3.3136
  • Kruskal, J. B. 1964. “Nonmetric Multidimensional Scaling: A Numerical Method.” Psychometrika 29 (2): 115–129. https://doi.org/10.1007/BF02289694
  • Kumar, P., J. Sahani, N. Rawat, S. Debele, A. Tiwari, A. P. Mendes Emygdio, K. V. Abhijith, V. Kukadia, K. Holmes, and S. Pfautsch. 2023. “Using Empirical Science Education in Schools to Improve Climate Change Literacy.” Renewable and Sustainable Energy Reviews 178: 113232. https://doi.org/10.1016/j.rser.2023.113232
  • Laslo, E., A. Baram-Tsabari, and B. V. Lewenstein. 2011. “A Growth Medium for the Message: Online Science Journalism Affordances for Exploring Public Discourse of Science and Ethics.” Journalism 12 (7): 847–870. https://doi.org/10.1177/1464884911412709
  • Lazaric, N., F. Le Guel, J. Belin, V. Oltra, S. Lavaud, and A. Douai. 2020. “Determinants of Sustainable Consumption in France: The Importance of Social Influence and Environmental Values.” Journal of Evolutionary Economics 30 (5): 1337–1366. https://doi.org/10.1007/s00191-019-00654-7
  • Léger-Goodes, T., C. Malboeuf-Hurtubise, T. Mastine, M. Généreux, P.-O. Paradis, and C. Camden. 2022. “Eco-Anxiety in Children: A Scoping Review of the Mental Health Impacts of the Awareness of Climate Change.” Frontiers in Psychology 13: 872544. (https://doi.org/10.3389/fpsyg.2022.872544
  • Li, B., and L. Han. 2013. Distance Weighted Cosine Similarity Measure for Text Classification BT – Intelligent Data Engineering and Automated Learning – IDEAL 2013 (H. Yin, K. Tang, Y. Gao, F. Klawonn, M. Lee, T. Weise, B. Li, & X. Yao (eds.); pp. 611–618). Berlin Heidelberg: Springer.
  • Li, Y., P. M. Brando, D. C. Morton, D. M. Lawrence, H. Yang, and J. T. Randerson. 2022. “Deforestation-Induced Climate Change Reduces Carbon Storage in Remaining Tropical Forests.” Nature Communications 13 (1): 1964. https://doi.org/10.1038/s41467-022-29601-0
  • Liarakou, G., I. Athanasiadis, and C. Gavrilakis. 2011. “What Greek Secondary School Students Believe about Climate Change?” International Journal of Environmental & Science Education 6 (1): 79–98.
  • Liefländer, A., and F. Bogner. 2014. “The Effects of Children’s Age and Sex on Acquiring Pro-Environmental Attitudes Through Environmental Education.” The Journal of Environmental Education 45 (2): 105–117. https://doi.org/10.1080/00958964.2013.875511
  • Liu, W., M. I. Hegglin, R. Checa-Garcia, S. Li, N. P. Gillett, K. Lyu, X. Zhang, and N. C. Swart. 2022. “Stratospheric Ozone Depletion and Tropospheric Ozone Increases Drive Southern Ocean Interior Warming.” Nature Climate Change 12 (4): 365–372. https://doi.org/10.1038/s41558-022-01320-w
  • Lopakov, O., L. Prokopovych, and D. Solodkyi. 2022. “Analysis of Technologies for Personalized Content Recommendations on the Internet.” Odes’kyi Politechnichnyi Universytet Pratsi 1 (65): 83–89. https://doi.org/10.15276/opu.1.65.2022.10
  • Maertens, R., F. Anseel, and S. van der Linden. 2020. “Combatting Climate Change Misinformation: Evidence for Longevity of Inoculation and Consensus Messaging Effects.” Journal of Environmental Psychology 70 (June): 101455. https://doi.org/10.1016/j.jenvp.2020.101455
  • Martin, G., K. Reilly, H. Everitt, and J. A. Gilliland. 2022. “Review: The Impact of Climate Change Awareness on Children’s Mental Well-Being and Negative Emotions – A Scoping Review.” Child and Adolescent Mental Health 27 (1): 59–72. https://doi.org/10.1111/camh.12525
  • Meenakshi, J. 2021. “How to Be a Good Science Communicator.” Nature Medicine 27 (10): 1656–1658. https://doi.org/10.1038/s41591-021-01528-x
  • Meinhold, J. L., and A. J. Malkus. 2005. “Adolescent Environmental Behaviors.” Environment and Behavior 37 (4): 511–532. https://doi.org/10.1177/0013916504269665
  • Mercer-Mapstone, L., and L. Kuchel. 2017. “Core Skills for Effective Science Communication: A Teaching Resource for Undergraduate Science Education.” International Journal of Science Education, Part B 7 (2): 181–201. https://doi.org/10.1080/21548455.2015.1113573
  • Neale, R. E., P. W. Barnes, T. M. Robson, P. J. Neale, C. E. Williamson, R. G. Zepp, S. R. Wilson, et al. 2021. “Environmental Effects of Stratospheric Ozone Depletion, UV Radiation, and Interactions with Climate Change: UNEP Environmental Effects Assessment Panel, Update 2020.” Photochemical & Photobiological Sciences 20 (1): 1–67. https://doi.org/10.1007/s43630-020-00001-x
  • Nemadziva, B., S. Sexton, and C. Cole. 2023. “Science Communication: The Link to Enable Enquiry-Based Learning in under-Resourced Schools.” South African Journal of Science 119 (1/2): 19–28. https://doi.org/10.17159/sajs.2023/12819
  • Ojala, M. 2012. “Hope and Climate Change: The Importance of Hope for Environmental Engagement among Young People.” Environmental Education Research 18 (5): 625–642. https://doi.org/10.1080/13504622.2011.637157
  • Ojala, M. 2015. “Hope in the Face of Climate Change: Associations With Environmental Engagement and Student Perceptions of Teachers’ Emotion Communication Style and Future Orientation.” The Journal of Environmental Education 46 (3): 133–148. https://doi.org/10.1080/00958964.2015.1021662
  • Ojala, M. 2016. “Young People and Global Climate Change: Emotions, Coping, and Engagement in Everyday Life.” In Geographies of Global Issues: Change and Threat, edited by N. Ansell, N. Klocker, and T. Skelton, 329–346. Singapore: Springer. https://doi.org/10.1007/978-981-4585-54-5_3
  • Parks, P. 2020. “Is Climate Change a Crisis – And Who Says So? An Analysis of Climate Characterization in Major U.S. News Media.” Environmental Communication 14 (1): 82–96. https://doi.org/10.1080/17524032.2019.1611614
  • Pickard, S. 2021. “You Are Stealing our future in Front of Our Very Eyes.” The Representation of Climate Change, Emotions and the Mobilisation of Young Environmental Activists in Britain.” E-rea 18 (18.2): 11774. https://doi.org/10.4000/erea.11774
  • Rakedzon, T., E. Segev, N. Chapnik, R. Yosef, and A. Baram-Tsabari. 2017. “Automatic Jargon Identifier for Scientists Engaging with the Public and Science Communication Educators.” PLoS One 12 (8): e0181742. https://doi.org/10.1371/journal.pone.0181742
  • Ratinen, I. 2021. “Students’ Knowledge of Climate Change, Mitigation and Adaptation in the Context of Constructive Hope.” Education Sciences 11 (3): 103. https://doi.org/10.3390/educsci11030103
  • Ratinen, I., and S. Uusiautti. 2020. “Finnish Students’ Knowledge of Climate Change Mitigation and Its Connection to Hope.” Sustainability 12 (6): 2181. https://doi.org/10.3390/su12062181
  • Reddy, M. S., and C. Venkataraman. 2002. “Inventory of Aerosol and Sulphur Dioxide Emissions from India: I – Fossil Fuel Combustion.” Atmospheric Environment 36 (4): 677–697. https://doi.org/10.1016/S1352-2310(01)00463-0
  • Redmond, P., V. Smart, A. Powell, and P. Albion. 2021. “Primary Teachers’ Self-Assessment of Their Confidence in Implementing Digital Technologies Curriculum.” Educational Technology Research and Development 69 (5): 2895–2915. https://doi.org/10.1007/s11423-021-10043-2
  • Ryder, J. 2001. “Identifying Science Understanding for Functional Scientific Literacy.” Studies in Science Education 36 (1): 1–44. https://doi.org/10.1080/03057260108560166
  • Sadik, S., J. Benedetti, and S. S. Gokhale. 2022. “Analyzing Climate Change Dialogue During California Wildfires.” 2022 2nd Asian Conference on Innovation in Technology (ASIANCON), 1–8. https://doi.org/10.1109/ASIANCON55314.2022.9908642
  • Saeed, M., H. Tahir, and I. Latif. 2018. “Teachers’ Perceptions about the Use of Classroom Assessment Techniques in Elementary and Secondary Schools.” Bulletin of Education and Research 40 (1): 115–130.
  • Sanson, A. V., S. E. L. Burke, and J. Van Hoorn. 2018. “Climate Change: Implications for Parents and Parenting.” Parenting 18 (3): 200–217. https://doi.org/10.1080/15295192.2018.1465307
  • Sarmento, E. M., and S. M. C. Loureiro. 2021. “Exploring the Role of Norms and Habit in Explaining Pro-Environmental Behavior Intentions in Situations of Use Robots and Ai Agents as Providers in Tourism Sector.” Sustainability 13 (24): 13928. https://doi.org/10.3390/su132413928
  • Sarpong, K. A., and G. Amankwaa. 2022. “Household Behavioral Intention, Environmental Habit and Attitude Related to Efficient Water Management: An Empirical Analysis on Pro-Environmental Behavior among Urban Residents.” H2Open Journal 5 (3): 438–455. https://doi.org/10.2166/h2oj.2022.014
  • Shao, S., D. A. Burns, H. Shen, Y. Chen, A. G. Russell, and C. T. Driscoll. 2021. “The Response of Streams in the Adirondack Region of New York to Projected Changes in Sulfur and Nitrogen Deposition under Changing Climate.” The Science of the Total Environment 800: 149626. https://doi.org/10.1016/j.scitotenv.2021.149626
  • Shepardson, D. P., D. Niyogi, S. Choi, and U. Charusombat. 2011. “Students’ Conceptions about the Greenhouse Effect, Global Warming, and Climate Change.” Climatic Change 104 (3–4): 481–507. https://doi.org/10.1007/s10584-009-9786-9
  • Shepardson, D. P., D. Niyogi, A. Roychoudhury, and A. Hirsch. 2012. “Conceptualizing Climate Change in the Context of a Climate System: Implications for Climate and Environmental Education.” Environmental Education Research 18 (3): 323–352. https://doi.org/10.1080/13504622.2011.622839
  • Shivni, R., C. Cline, M. Newport, S. Yuan, and H. E. Bergan-Roller. 2021. “Establishing a Baseline of Science Communication Skills in an Undergraduate Environmental Science Course.” International Journal of STEM Education 8 (1), 47. https://doi.org/10.1186/s40594-021-00304-0
  • Simiyu, G., V. W. Kariuki, M. Ombaba, and R. Otuya. 2022. “Does Environmental Knowledge Matter? Social Influence and Pro-Environmental Behavior in University Students: An Indirect Effect Model.” SEISENSE Journal of Management 5 (1): 1–16. https://doi.org/10.33215/sjom.v5i1.724
  • Singh, S. 2022. “Forest Fire Emissions: A Contribution to Global Climate Change.” Frontiers in Forests and Global Change 5: 1–11. https://doi.org/10.3389/ffgc.2022.925480
  • Sitzmann, T., K. Ely, K. G. Brown, and K. N. Bauer. 2010. “Self-Assessment of Knowledge: A Cognitive Learning or Affective Measure?” Academy of Management Learning & Education 9 (2): 169–191. https://doi.org/10.5465/amle.9.2.zqr169
  • Sleboda, P., and C.-J. Lagerkvist. 2022. “Tailored Communication Changes Consumers’ Attitudes and Product Preferences for Genetically Modified Food.” Food Quality and Preference 96: 104419. https://doi.org/10.1016/j.foodqual.2021.104419
  • Strauss, J. 2005. Education : The Graduate Student Scientist 2 (6): 11–18.
  • Tattersall, A., J. Hinchliffe, and V. Yajman. 2022. “School Strike for Climate Are Leading the Way: How Their People Power Strategies Are Generating Distinctive Pathways for Leadership Development.” Australian Journal of Environmental Education 38 (1): 40–56. https://doi.org/10.1017/aee.2021.23
  • Tavassoli, M., and A. Kamran-Pirzaman. 2023. “Comparison of Effective Greenhouse Gases and Global Warming.” 2023 8th International Conference on Technology and Energy Management (ICTEM), 1–5. https://doi.org/10.1109/ICTEM56862.2023.10083954
  • Treen, K. M. d’I., H. T. P. Williams, and S. J. O’Neill. 2020. “Online Misinformation about Climate Change.” WIREs Climate Change 11 (5): 1–21. https://doi.org/10.1002/wcc.665
  • Trott, C. D. 2020. “Children’s Constructive Climate Change Engagement: Empowering Awareness, Agency, and Action.” Environmental Education Research 26 (4): 532–554. https://doi.org/10.1080/13504622.2019.1675594
  • Tykhomyrova, E. B. 2020. “The Concept of Climate Justice in the Context of Political Discourse.” Historia i Polityka 41 (34): 19–35.
  • Variyan, G., and B. Gobby. 2022. “The Least We Could Do’?: Troubling School Leaders’ Responses to the School Strikes for Climate in Australia.” Journal of Educational Administration and History 2022: 1–17. https://doi.org/10.1080/00220620.2022.2153110
  • Vergunst, F., and H. L. Berry. 2022. “Climate Change and Children’s Mental Health: A Developmental Perspective.” Clinical Psychological Science 10 (4): 767–785. https://doi.org/10.1177/21677026211040787
  • Wammes, D., B. Slof, W. Schot, and L. Kester. 2022. “Pupils’ Prior Knowledge about Technological Systems: Design and Validation of a Diagnostic Tool for Primary School Teachers.” International Journal of Technology and Design Education 32 (5): 2577–2609. https://doi.org/10.1007/s10798-021-09697-z
  • Yazdanparast, T., S. Salehpour, M. R. Masjedi, S. M. Seyedmehdi, E. Boyes, M. Stanisstreet, and M. Attarchi. 2013. “Global Warming: Knowledge and Views of Iranian Students.” Acta Medica Iranica 51 (3): 4467. https://acta.tums.ac.ir/index.php/acta/article/view/4467.
  • Zeng, Z., W. Zhong, and S. Naz. 2023. “Can Environmental Knowledge and Risk Perception Make a Difference? The Role of Environmental Concern and Pro-Environmental Behavior in Fostering Sustainable Consumption Behavior.” Sustainability 15 (6): 4791. (https://doi.org/10.3390/su15064791
  • Zhu, J., S. Zheng, M. K. A. Kaabar, and X.-G. Yue. 2022. “Online or Offline? The Impact of Environmental Knowledge Acquisition on Environmental Behavior of Chinese Farmers Based on Social Capital Perspective.” Frontiers in Environmental Science 10: 2797. https://doi.org/10.3389/fenvs.2022.1052797