A playful approach can make the often complicated subject of climate change easier to understand. Victor Habbick Visions/Science Photo Library via Getty Images
Climate change is among the more difficult but important topics to teach to young people. It involves complicated science and data, and it can be really depressing, given the bleak picture it paints of Earth’s future.
So how do educators get students more engaged in lessons about climate change? One way that works is to make the lessons into a game.
As a professor of educational psychology, I conducted an experiment that found that high schoolers are more interested and absorb more information about climate change when it’s presented as a game.
In the study, 248 high school students throughout the U.S. were randomly assigned to either read a text about climate science or to play a number estimation game – that is, a game in which they guessed 12 numerical facts about climate change. I found that the number estimation game improved high schoolers’ climate change understanding, interest in science and willingness to take actions to help solve climate change.
For instance, one question asked: “What is the change in percentage of the world’s ocean ice cover since the 1960s?”
After students submit an estimate, a window pops up showing the true value – a “40% decrease” in the ice cover question. Gold stars appear to indicate their accuracy, as does a short explanation of the true value. The answers also list actions that people can take to address the issue and links to the sources of the information.
I found that students who played the game had a better understanding than those who did not that there is a scientific consensus around human-caused climate change. Students who played the game also thought the activity was more interesting and reported less boredom. These boosts in positive emotions and motivation were linked to reduced sense of hopelessness about climate change and improved willingness to act on climate change.
Why it matters
Climate change is a tricky topic for secondary students to learn. Not only is the science conceptually difficult to comprehend, but it can be psychologically difficult for them to accept and address the looming threat of climate change.
Compounding this problem, a 2020 report suggests that 20 U.S. states do not address these challenges in their state science standards, as they were found to insufficiently address the scientific climate consensus: that climate change is real, severe, caused by humans, but that there is hope for change. Findings from my study provide some principles for addressing this curricular gap.
What other research is being done?
Researchers are actively trying to find approaches that promote accurate climate change education that helps students understand the causes and explores solutions for the challenges ahead.
One promising approach emphasized in this study, in my prior research and by other researchers, is to present a handful of surprising climate change numbers to students after they estimate them. However, there are several alternative approaches that are also effective. For example, some research found success by breaking down complicated ways to evaluate evidence, while other research engaged students taking photographs of their local environment to depict climate science and reflect on possible solutions.
What still isn’t known
One big remaining question is how to encourage teachers to implement effective climate change education in their classrooms. Evidence suggests that teachers sometimes feel pressured to teach to “both sides” of the continuum of climate change perspectives, despite one side having more supporting evidence. Such inconsistent messages can diminish needed urgency and confuse students in the process. I think it’s worthwhile to investigate the specific challenges and rewards that teachers encounter when implementing clear and consistent climate curriculum in their classrooms.
The Research Brief is a short take on interesting academic work.
Ian Thacker received funding to support this research from the American Psychological Association Division 15 Early Career Research Grant Award.
