Ramos, R.; Rodrigues, M.J.; Rodrigues, I. Children’s Perception of Climate Change in North-Eastern Portugal. Societies 2022, 13, 6, doi:10.3390/soc13010006.
Ramos, R.; Rodrigues, M.J.; Rodrigues, I. Children’s Perception of Climate Change in North-Eastern Portugal. Societies 2022, 13, 6, doi:10.3390/soc13010006.
Ramos, R.; Rodrigues, M.J.; Rodrigues, I. Children’s Perception of Climate Change in North-Eastern Portugal. Societies 2022, 13, 6, doi:10.3390/soc13010006.
Ramos, R.; Rodrigues, M.J.; Rodrigues, I. Children’s Perception of Climate Change in North-Eastern Portugal. Societies 2022, 13, 6, doi:10.3390/soc13010006.
Abstract
Despite the impact that climate change is having on our planet and considering its consequences for future generations, much of the academic literature focuses on adolescent and adult percep-tions, giving little relevance to children's perceptions. Children's voices have the potential to in-fluence public opinion, which may in turn determine the direction of a new policy on the cli-mate crisis. In this context, it is urgent that we understand how children perceive this problem. This quantitative study was based on the application of 245 questionnaires to children aged be-tween 9 and 13 years old from five schools in north-eastern Portugal, more specifically in the region of Trás-os-Montes. To collect the data, we used a questionnaire with 26 questions, being 24 of closed response, Likert type, one of them open response, and one multiple choices. The da-ta were statistically treated using SPSS software. The results show that most of the children ex-press concern about the study's potential problem. However, they show some doubts and a lack of knowledge about some of the themes. We found differences between the two study cycles, with children in the 6th grade having a higher average in the understanding of the phenomenon, as well as the level of education of the parents being positively correlated with a more ecocen-tric posture. The female students also showed a slightly more ecological posture, i.e., an eco-friendlier posture. From the results obtained, we can open new paths for future research and contribute to the definition of policies and educational practices since the school has the respon-sibility to cooperate in the production of values, attitudes, and pro-environmental behaviours.
Keywords
children; climate change; climate literacy; education; sustainable development
Subject
Environmental and Earth Sciences, Environmental Science
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
