Experiential climate change education: Challenges of conducting mixed-methods, interdisciplinary research in San Juan Islands, WA and Oakland, CA

Abstract

Transitioning food, energy and water systems for adaptation and mitigation of climate change is a challenge requiring social as well as technological solutions. The best technological solutions will only be effective if combined with behavior changes placing climate change at the forefront of our socio-cultural consciousness. Education is central in creating such a shift. Climate researchers have an important role in aiding the uptake of climate change education in U.S. public schools, where educators are often untrained and uncomfortable teaching the subject. This paper assesses the efficacy of implementing an interdisciplinary, experiential climate change curriculum in school garden classrooms in terms of student climate literacy and teacher professional development. The questions of how to teach and research climate education are explored via a participatory research project with schools in Oakland, CA and Lopez Island, WA. Initial results show improvement in student learning and engagement as well as teacher preparation. Both qualitative and quantitative data are analyzed through student surveys, teacher interviews, and site observation; however, further qualitative methodologies to study process of climate and energy literacy development are needed. Specifically, this paper argues for new forms of assessment to capture dimensions of climate literacy including knowledge, engagement, and behavior change.