Abstract
In a case study among Austrian school students, we checked the school students’ knowledge and awareness of climate change on different levels of complexity. We aimed to find out whether school students are able to understand more complex, reciprocal relations between human activities and consequences for the climate. Furthermore, we tested whether a more active and longer engagement with the topic achieved a better understanding and raised climate-friendly behavior more effectively than a short learning phase. Our online survey results revealed that the students had high fact knowledge of climate change (effects) but lacked deeper understanding of more intricate relationships and long-term interactions of climate change effects on people and ecosystems. The vast majority of students believed that every single person can contribute significantly to tackle climate change, however, personal and deliberate climate-friendly actions were limited. The differences between the two levels of engagement were small. We suggest that modern educational concepts should foster system-understanding and support young people’s positive attitude towards climate protection by pointing out concrete, climate-friendly ways of behavior to bridge the gap between knowledge and action.
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