Abstract

This article’s focus was on transitioning middle grade students from the position of having a positive environmental attitude toward their exhibiting actual behaviors that address climate change. Using research by Newhouse’s criteria of changing attitude into behavior, specific activities were developed and tested in a eighth grade classroom. The 5E model of instruction was the strategy used to build the series of activities. Thus, we began the class with a series of engaging questions for discussion to differentiate between attitudes and behaviors. Building a knowledge base about the negative outcomes of climate change as well as new technologies that exist to reduce carbon dioxide emissions were the initial explorations and strategies used to move students from attitude to behavior. The groups’ development and implementation of classroom presentations where they learn about negative climate change outcomes and the technologies available to address these outcomes were described. Discerning what was accurate Internet information and post presentation discussions were some of the review strategies used for explanation to occur. The two foundation building presentation activities were followed by two behavior-based activities (i.e., extension/elaboration) for the purpose of moving students from positive attitudes to positive behaviors with regard to addressing climate change.

摘要

本文的重点是让中年级学生从对环境表现出积极态度的态度转向他们针对气候变化表现出的实际行为。根据纽豪斯将态度转变为行为的标准进行的研究，在八年级的课堂上开发并测试了特定的活动。5E教学模型是用于构建一系列活动的策略。因此，我们在课堂上以一系列引人入胜的问题进行讨论，以区分态度和行为。最初的探索是建立有关气候变化负面结果的知识基础以及现有的减少二氧化碳排放的新技术。以及用来使学生从态度转变为行为的策略。小组介绍了他们在课堂学习中的发展和实施情况，以了解负面的气候变化结果以及解决这些问题的可用技术。辨别什么是准确的互联网信息以及发表后的讨论是一些用于进行解释的审阅策略。在两个基础建筑展示活动之后，进行了两个基于行为的活动（即扩展/阐述），目的是使学生在应对气候变化方面从积极态度转变为积极行为。