Learning Climate Change: An Experimental Study Exploring the Role of Design Activities and Artificial Intelligence

• In Event: Learning to Use Science to Build Just and Sustainable Futures

Abstract

The quasi-experimental study investigated how design activities and artificial intelligence chatbots supported middle school students’ understanding of climate change and influenced their climate-related behaviors. In the experimental group, all students used an activity book, and some schools also implemented AI chatbots, resulting in two groups: Design, Design+Chatbots. Prior to the 8-week intervention, 12 teachers participated in a two-day professional development program. 350 middle school students attended the study. Using the activity book and related design process significantly supported student learning. There was no significant behavioral change after the eight-week intervention. Students presented low level of climate understanding which may have impacted students’ use of evidence in the design process. Fimally, AI chatbot group had higher knowledge and behavior gains.

Authors

• Ibrahim Delen, Usak University

• Nisa Nur Karabacak, Bogazici University

• Zeynep Gül Dertli, Hacettepe University

• Bora Senceylan, Istanbul University

• Esra Kahraman, Usak University

• Hakan Akcay, Bogazici University

• Bahadir Yildiz, Hacettepe University

• Gokhan Ince, Istanbul Technical University