A master thesis from Aalborg University
Empowering Action: A Codesigned Approach to Climate Education for Adolescents: Author & Affiliation: Patricia Christina Nørgaard-Madsen (study no. 20220473), Sustainable Design Engineering MSc at Aalborg University Copenhagen.
Author(s)
Term
4. Term
Education
Publication year
2024
Submitted on
2024-04-25
Pages
84 pages
Abstract
This thesis explores the development of a codesigned transformative educational initiative, with 13-14 year old 8th grade students, and their main teacher Kasper, at the Danish case study school, Ringsted Ny Friskole. The objective of this initiative is to provoke climate action without inducing climate anxiety. While employing theories such as situational analysis, as well as methods like ethnographic interviewing, situational maps, and codesign at the school, and within the classroom, the project investigates how the students think and feel about environmental sustainability, education, and climate anxiety. This thorough analysis led to the development of an educational board game, ‘Guardians of the climate’, and testing of the student’s engagement with it. When trying out the design solution, findings indicated the effectiveness of dynamic, game-based learning in fostering both knowledge and enthusiasm for climate issues, setting the stage for scalable educational models that responsibly heighten awareness and inspire action amongst adolescents.
This thesis explores the development of a codesigned transformative educational initiative, with 13-14 year old 8th grade students, and their main teacher Kasper, at the Danish case study school, Ringsted Ny Friskole. The objective of this initiative is to provoke climate action without inducing climate anxiety. While employing theories such as situational analysis, as well as methods like ethnographic interviewing, situational maps, and codesign at the school, and within the classroom, the project investigates how the students think and feel about environmental sustainability, education, and climate anxiety. This thorough analysis led to the development of an educational board game, ‘Guardians of the climate’, and testing of the student’s engagement with it. When trying out the design solution, findings indicated the effectiveness of dynamic, game-based learning in fostering both knowledge and enthusiasm for climate issues, setting the stage for scalable educational models that responsibly heighten awareness and inspire action amongst adolescents.
Documents
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