Abstract This mixed-methods study examined how ten- to twelve-year-old children experienced and made sense of their growing climate change awareness through an after-school program that used participatory methods to facilitate children’s informed climate change action. The fifteen-week program combined hands-on educational activities with digital photography and culminated in youth-led action projects focused on individual (i.e. daily habits) and collaborative change (i.e. community projects). After the program, children knew significantly more about the scientific and social dimensions of climate change than before, and more than the average U.S. teen or adult. Survey and focus group analyses showed that, in addition to learning, children were inspired and motivated by their growing climate change awareness. Children felt empowered by their knowledge and eager to learn more and take action to minimize harms. Towards theorizing children’s constructive climate change engagement, the importance of informal learning environments for children’s intergenerational and political influence is discussed.

中文翻译：

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儿童建设性的气候变化参与：增强意识、能动性和行动

摘要 这项混合方法研究调查了 10 至 12 岁儿童如何通过课后计划体验和理解他们日益增长的气候变化意识，该计划使用参与式方法促进儿童在知情的气候变化行动中采取行动。为期 15 周的计划将动手教育活动与数字摄影相结合，最终形成了以青年为主导的行动项目，重点关注个人（即日常习惯）和协作变革（即社区项目）。项目结束后，孩子们对气候变化的科学和社会层面的了解比以前多得多，而且比美国的普通青少年或成人要多得多。调查和焦点小组分析表明，除了学习之外，儿童还受到他们日益增长的气候变化意识的启发和激励。孩子们感到自己的知识充满力量，渴望学习更多并采取行动以尽量减少伤害。为了将儿童建设性的气候变化参与理论化，讨论了非正式学习环境对儿童代际和政治影响的重要性。