Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Record number 559104
Title Teenagers Expand Their Conceptions of Climate Change Adaptation Through Research-Education Cooperation
Author(s) Schrot, Oliver Gerald; Keller, Lars; Peduzzi, Dunja; Riede, Maximilian; Kuthe, Alina; Ludwig, David
Source In: Climate Change and the Role of Education / Filho, Walter Leal, Hemstock, Sarah L., Springer (Climate Change Management ) - ISBN 9783030328979 - p. 525 - 547.
Department(s) Knowledge Technology and Innovation
Publication type Peer reviewed book chapter
Publication year 2019
Keyword(s) Adaptation - Climate change - Collaborative research - Conceptual change - Constructivist learning

Unlike previous generations, today’s youth is directly affected by global anthropogenic climate change (CC), and its increasing consequences throughout their lifetimes. However, both the educational strategies to prepare them for CC adaptation, and their conceptions of CC adaptation, remain insufficiently understood. This study sets out to investigate the CC adaptation conceptions of 120 students from four high-schools in Austria and Italy. The influence of a year-long research-education cooperation between students and 28 CC adaptation experts is examined. In the educational design, the focus lies on moderate-constructivist theories, and the transdisciplinary dialogue between students and experts. A mixed-methodologies approach is applied, which combines content analysis to study students’ conceptions of CC adaptation and test statistics (chi-square and t-test) to assess the impact of the educational intervention. The results show that students’ conceptions differ in degree of sophistication, and also include misconceptions. Some students relate adaptation to limiting disadvantages due to CC, others confuse adaptation with mitigation or environmental protection. After the educational intervention, most students have expanded their CC adaptation conceptions and overcome misconceptions, and their performance to differentiate between adaptation and mitigation increased significantly. This paper will be useful to researchers and teachers interested in utilizing education as a means to adapting to CC.

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