Engagement in a dialogic activity after watching a video on climate change has an effect on students' mitigation action beliefs.
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| Title: | Engagement in a dialogic activity after watching a video on climate change has an effect on students' mitigation action beliefs. |
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| Authors: | Bächtold, Manuel1 (AUTHOR) manuel.bachtold@umontpellier.fr, Iordanou, Kalypso2 (AUTHOR), Christodoulou, Vasiliki2 (AUTHOR) |
| Source: | International Journal of Science Education. Jul2026, Vol. 48 Issue 11, p1595-1621. 27p. |
| Subject Terms: | *Visual learning, *Student engagement, *Climate change education, *Learning, Dialogics, Climate change mitigation, Green behavior, Empirical research |
| Abstract: | Videos can be a valuable resource for learning about climate change and stimulating deliberative discussion on the actions to mitigate it. This quasi-experimental study aimed to investigate the effects of combining video watching with a dialogic activity, and the specific contributions of these two activities, on students' knowledge, beliefs about mitigation actions, and self-reported pro-environmental behaviour. The dialogic activity involved students creating a fictional dialogue about mitigation actions among different stakeholders, and it was conducted either collectively or individually. 75 undergraduate students participated in three conditions: (a) watching a video only or combined with a dialogic activity, either (b) collectively in small groups or (c) individually. Results showed gains in students' knowledge on climate change, for all conditions. Watching a video combined with a dialogic activity was found to have a significantly more positive effect on students' climate change mitigation action beliefs, than watching a video alone. These findings highlight the value of watching a video on climate change for students' knowledge acquisition on the subject, but also the value of engaging in a dialogic activity to promote more comprehensive beliefs about the actions that need to be taken to mitigate climate change. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Science Education is the property of Routledge and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195034253 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Engagement in a dialogic activity after watching a video on climate change has an effect on students' mitigation action beliefs. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bächtold%2C+Manuel%22">Bächtold, Manuel</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> manuel.bachtold@umontpellier.fr</i><br /><searchLink fieldCode="AR" term="%22Iordanou%2C+Kalypso%22">Iordanou, Kalypso</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Christodoulou%2C+Vasiliki%22">Christodoulou, Vasiliki</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Science+Education%22">International Journal of Science Education</searchLink>. Jul2026, Vol. 48 Issue 11, p1595-1621. 27p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Visual+learning%22">Visual learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Climate+change+education%22">Climate change education</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Dialogics%22">Dialogics</searchLink><br /><searchLink fieldCode="DE" term="%22Climate+change+mitigation%22">Climate change mitigation</searchLink><br /><searchLink fieldCode="DE" term="%22Green+behavior%22">Green behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Empirical+research%22">Empirical research</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Videos can be a valuable resource for learning about climate change and stimulating deliberative discussion on the actions to mitigate it. This quasi-experimental study aimed to investigate the effects of combining video watching with a dialogic activity, and the specific contributions of these two activities, on students' knowledge, beliefs about mitigation actions, and self-reported pro-environmental behaviour. The dialogic activity involved students creating a fictional dialogue about mitigation actions among different stakeholders, and it was conducted either collectively or individually. 75 undergraduate students participated in three conditions: (a) watching a video only or combined with a dialogic activity, either (b) collectively in small groups or (c) individually. Results showed gains in students' knowledge on climate change, for all conditions. Watching a video combined with a dialogic activity was found to have a significantly more positive effect on students' climate change mitigation action beliefs, than watching a video alone. These findings highlight the value of watching a video on climate change for students' knowledge acquisition on the subject, but also the value of engaging in a dialogic activity to promote more comprehensive beliefs about the actions that need to be taken to mitigate climate change. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Science Education is the property of Routledge and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/09500693.2025.2468745 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 27 StartPage: 1595 Subjects: – SubjectFull: Visual learning Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Climate change education Type: general – SubjectFull: Learning Type: general – SubjectFull: Dialogics Type: general – SubjectFull: Climate change mitigation Type: general – SubjectFull: Green behavior Type: general – SubjectFull: Empirical research Type: general Titles: – TitleFull: Engagement in a dialogic activity after watching a video on climate change has an effect on students' mitigation action beliefs. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bächtold, Manuel – PersonEntity: Name: NameFull: Iordanou, Kalypso – PersonEntity: Name: NameFull: Christodoulou, Vasiliki IsPartOfRelationships: – BibEntity: Dates: – D: 15 M: 07 Text: Jul2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 09500693 Numbering: – Type: volume Value: 48 – Type: issue Value: 11 Titles: – TitleFull: International Journal of Science Education Type: main |
| ResultId | 1 |
