https://doi.org/10.59132/viz/2024/4-5/49-54
Izvleček
Izobraževanje o podnebnih spremembah (IPS) učence opolnomoči z znanjem o podnebnih spremembah in jih uči, kako bolj trajnostno delovati. Pretekle raziskave kažejo, da imajo učenci pomanjkljivo znanje o podnebnih spremembah. Tehnologija predstavlja potencial za razvijanje podnebne pismenosti, saj učence motivira za učenje in jih aktivno vključi v učni proces. V ta namen smo z orodjem H5P razvili tri interaktivne module in jih preizkusili s 35 učenci 7., 8. in 9. razreda na eni izmed podeželskih pomurskih osnovnih šol. Z uporabo kvazieksperimenta smo ugotovili, da ima izvedba pripravljenih interaktivnih modulov pozitiven učinek na učenčevo znanje o podnebnih spremembah.
Abstract
Developing Climate Literacy Through Interactive Modules for Primary Pupils in Third Cycle
Climate change education (CCE) informs students about climate change and promotes sustainable behaviour. However, research has shown that students lack knowledge about climate change. Technology can increase climate literacy by motivating students and actively engaging them in learning. To this end, we created three interactive modules using the H5P tool and tested them on 35 students in grades 7, 8 and 9 at a rural primary school in the Pomurje region. Using a quasi-experiment, we found that the implementation of prepared interactive modules has a positive effect on students‘ knowledge of climate change.