Experimentation with a socio-constructivist process for climate change education

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Professional development design considerations in climate change education: teacher enactment and student learning (2018, background): “Instead, it necessitates a local, personal, and often emotional connection on a pathway to social activism (Herman, 2015; Lester et al., 2006; Pruneau et al., 2003; Rooney-Varga et al., 2014; Sinatra et al., 2012).”
Seventh grade students' mental models of the greenhouse effect (2011, background): “…1994, 1997a; Boyes, Stanisstreet, and Papantoniou 1999; Kilinc, Stanisstreet, and Boyes 2008; Koulaidis and Christidou 1999; Österlind 2005; Pruneau et al. 2003; Rye, Rubba, and Wiesenmayer 1997) confuse the ozone layer or ozone depletion with the greenhouse effect, only a small number of…”
Seventh grade students' conceptions of global warming and climate change (2009, background): “Pollute less, put waste in the trash, clean the str eets ( Pruneau et al., 2003 )”
Youth perceptions of climate change: A narrative synthesis (2020, methodology): “It is revealing that in studies using more open methods, knowledge levels were much lower (Pruneau et al., 2003) than in closed-form questionnaire studies.”