Climate Change Education Through DST in the Age Group “10–13” in Greece

This study attempted to demonstrate the extent at which the combination of a lecture given to the students, in order to educate them in difficult climate change concepts and a digital storytelling (DST) intervention tool named Pixton, were effective in teaching climate change science. The sample of the research consisted of 459 students in the 4th, 5th, 6th and 7th grades of school in Athens, during the course of Computer Science. The study assessed the rate of knowledge change, attitude and willingness to change behavior too, driven by pre-post questionnaires, which were given both at the start and at the end of the implementation. The questionnaires are differentiated only in the four questions concerning willingness to change behavior. Initially, the related work on the use of DST, the contribution of learner-generated comics and the use of the specific tool of Pixton, were discussed. The key implication of the findings is that information from climate change lectures is obtained with the aid of DST. The latter is a great tool for teaching climate change issues and influences to some extent even the willingness to change in the future. Concerning the results, it is assumed that students cooperate more when learning is administered in a pleasant and interactive way. Success seems to take part due to the fact that students are given the possibility to be part of a learning experience creating their own content. Finally, the paper concludes with future guidelines in the field of other environmental issues such as recycling-reusing and energy.