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基于地点的气候变化:通过课堂活动降低学生的心理距离
1Department of Biological Sciences, University of Northern Colorado, Greeley, Colorado, USA.
Journal of microbiology & biology education
|March 22, 2024
概括
一项新的课堂干预措施有效地减少了生物学本科生对气候变化的心理距离 (PD). 这种方法,使用基于地点的教育,通过降低空间和社会距离,帮助学生更好地了解气候影响.
科学领域:
- 环境心理学 环境心理学
- 气候变化教育 气候变化教育
- 基于地点的学习
背景情况:
- 心理距离 (PD) 阻碍学生对气候变化影响和严重性的感知.
- 基于地点的方法可以通过局部化气候变化来减少PD.
- 需要有效的教学策略来解决学生与气候变化脱节的问题.
研究的目的:
- 评估一项旨在减少本科生生物学学生与气候变化的空间和社会心理距离的新型课堂干预措施.
- 确定干预是否影响了学生对气候变化严重程度的认识和看法.
- 识别可能影响学生心理距离变化的外部变量.
主要方法:
- 开发了一个课堂干预措施,整合了基于地点的教育和科学转型经验教学模式.
- 进行了包括多种仪器在内的干预前后调查,以测量学生的心理距离和对气候变化的认识.
- 使用统计分析来评估干预的有效性,并确定活动后得分的预测变量.
主要成果:
- 干预后,学生对气候变化的心理距离显著下降.
- 该干预成功地降低了与气候变化相关的空间和社会心理距离.
- 课程水平被确定为学生干预后成绩的唯一重要的外部预测因素.
结论:
- 开发的课堂干预措施有效地减少了生物学本科生对气候变化的心理距离.
- 基于地点的策略可以成为教育工作者有价值的工具,旨在加强学生对气候变化的参与.
- 减少心理距离有潜在的长期影响,因为这些学生成为未来的科学家和知情公民.
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