Bibliographic Details
| Title: |
Engagement in a dialogic activity after watching a video on climate change has an effect on students' mitigation action beliefs. |
| 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] |
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| Database: |
Education Research Complete |
