Nadarajah Kévin, Somat Alain, Baeyens Céline, Pansu Pascal
Laboratoire de Recherche sur les Apprentissages en Contexte (LaRAC), Univ. Grenoble Alpes, Grenoble, France.
Laboratoire de Psychologie: Cognition, Comportement, Communication (LP3C), Psychology, Rennes 2 University, Rennes, France.
Front Psychol. 2024 Apr 12;15:1360166. doi: 10.3389/fpsyg.2024.1360166. eCollection 2024.
Junior high school students are tomorrow's key protagonists in the ecological transition. They need enlightened education to face the uncertainty and challenges of climate change. The development of climate change education programs requires a clear understanding of how young people perceive the issue. This study deals with social representations. Its aim was to understand how social background and interest in science are linked to the way young people perceive the concept of the ecological transition. Four hundred twenty-nine junior high school students took part in this study. Data were collected and subjected to prototypical analysis and factorial correspondence analysis. Three main findings emerged from the analysis: (1) the participants had significant knowledge of the ecological transition, (2) their awareness of the social aspects of climate change was limited, and (3) their representations of the ecological transition were linked to their interest in science and their parents' social background. To conclude, these results underline the importance of educating all social classes about effective solutions for the ecological transition. Our findings also highlight the need to consider existing representations and prior knowledge when designing educational programs on climate change issues.
初中生是未来生态转型的关键主角。他们需要开明的教育来应对气候变化的不确定性和挑战。气候变化教育项目的开展需要清楚了解年轻人如何看待这个问题。本研究涉及社会表征。其目的是了解社会背景和对科学的兴趣如何与年轻人看待生态转型概念的方式相关联。429名初中生参与了本研究。收集数据并进行原型分析和因子对应分析。分析得出三个主要结果：（1）参与者对生态转型有相当的了解，（2）他们对气候变化社会层面的认识有限，（3）他们对生态转型的表征与他们对科学的兴趣以及父母的社会背景有关。总之，这些结果强调了对所有社会阶层进行生态转型有效解决方案教育的重要性。我们的研究结果还凸显了在设计气候变化问题教育项目时考虑现有表征和先验知识的必要性。
