The Impact of Localized Climate Change Curriculum on Student Environmental Science Agency

• In Event: Truth and Trust: Evolving Judgments, Climate Literacy, and Conversations for Change

Abstract

This study evaluated the impact of localized climate change curriculum on high school students' environmental science agency (ESA). Using a cohort-controlled quasi-experiment, we compared outcomes between students taught with a business-as-usual approach and those experiencing a localized curriculum. We assessed changes in climate change knowledge, science identity, roles/expertise in science, and foundations for change. Results showed significant positive effects of the localized curriculum on knowledge and foundation for change (p < .001 for both). Treatment group students scored 0.257 logits higher on knowledge and 0.246 logits higher on foundation for change. Effects on roles/expertise and science identity were positive but not statistically significant. Findings suggest localized climate education can bridge the gap between knowledge and action.

Authors

• Jeffrey Snowden, BSCS Science Learning

• Brian M. Donovan, University of Colorado - Boulder

• Lindsey Mohan, BSCS Science Learning

• Emily Harris, BSCS Science Learning