Abstract:

The role of primary schools in climate change education is of great significance if the scientific, environmental, political and social encounters the world confronts are to be satisfied. Considering current issues raised, this paper presents to examine the perception of climate change concept in primary education through flipped learning methodology of teaching implication. A research based on a randomized experimental design was conducted in a 4th grade classroom of primary school as an experimental group. A total of 28 students of Nazaret Primary School in Cáceres (Spain) enrolled to take part in the study with pre- and post-test survey questionnaire. Particularly, due to the level of primary students, the survey was adapted to their level that has drawings and open-ended questions based on 5 Likert-type scale. Different instruments were used to assess the aforementioned variables, and the results indicated that significant differences were observed in the students’ perception on climate change education before and after the course completion. The analyzed results of multi-tier analyses exposed improved perception of climate change concept for primary students, and, therefore, teachers were more willing to engage climate change strategies with teaching intervention and constructivism learning. Therefore, in this study, the results acquired will significantly contribute to recover main drawbacks and difficulties of traditional science learning programs that are vital to accomplish insights and visions for professional and specialized developments of teaching intervention and implication. In conclusion, it can illustrate how climate change education may be implanted in primary education context and the examples specified in this work are vital for anyone who is deeming about strategies for implanting more climate education in the primary education curriculum.

Keywords:

Climate change education, perception, primary education, teaching intervention, flipped learning, science education.