What Do School Children Know about Climate Change? A Social Sciences Approach

One of the subject areas that is currently most prominent in the field of education (Social Science) is climate change, given its implications for raising awareness and training the present and future society. The objectives of this study, focused on school children (Primary Education-10 to 12 years old; third cycle, Secondary Education-12-16 years old; and pre-university, Baccalaureate-17-18 years old) in the Region of Valencia (Spain), are to analyse the following: the main information channels through which children receive information on climate change; the causes and consequences that they identify with respect to this phenomenon; and the main greenhouse gas that they believe is in the atmosphere. Based on the 575 students surveyed during the academic year 2020-2021, the results indicate that the three main information media are digital (TV-82.8%, Internet-56.2% and social networks-49.4%). With respect to the causes of the phenomenon identified by the students, particularly noteworthy was pollution (70.1%) and, in terms of the effects, the increase and changes in temperature (61.7%) were of particular note. Finally, with reference to greenhouse gases, the majority responded CO2 (63.5%). This is incorrect, as the main greenhouse gas in the atmosphere is water vapour. To sum up, we can highlight the role played by schools in training the future society and the risk arising from an increase in the information received from digital media by children as they grow older, due to the danger of misinformation.

Automated summary

One of the most prominent subjects in the field of education, particularly for school children, is climate change. This study conducted in the Region of Valencia, Spain, aimed to analyze the information channels, causes and consequences identified by students regarding climate change, as well as their understanding of greenhouse gases. The findings showed that digital media, such as TV, internet, and social networks, were the main sources of information for the students. They identified pollution as the main cause and the increase and changes in temperature as significant consequences. However, their belief that CO2 is the main greenhouse gas is incorrect, as water vapor holds that role.