Key points are not available for this paper at this time.
A socio-constructivist and experiential process for climate change education was experimented within two coastal communities of Eastern Canada with 39 students 13 and 14 years of age. The pedagogical process, based on local observation of climate change, Duit's conceptual change theory (1999) and experiential learning, aimed for the improvement of students' conceptions of climate change: the nature of the phenomenon, its signs, causes, consequences and remedial actions as well as the possibility of mobilizing the population in reducing its impact on climate. Initial and final interviews with the young adolescents indicated an improvement in students' ideas about climate change's diverse dimensions. However, the students expressed their uncertainty regarding the adults' ability to change their behaviour. Students also identified educational activities that helped improve their conceptions.
Pruneau et al. (Sat,) studied this question.