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- 1. Rebecca Anderson Alliance for Climate Education Comparison of In-Person vs Digital Climate Education Program
- 2. 2
- 4. ACE Assembly Evaluation: 2014 ● 27% increase in climate science knowledge ● 43% increase in students who are concerned or alarmed about climate change ● 59% of students increased their intention to take action ● 60% of students increased their intention to get friends and family to take action ● The number of students talking to parents and peers about climate change more than doubled 4
- 5. 5
- 6. From Live to Digital 6
- 7. What We Did ● Two public high schools in North Carolina ● 709 students in 27 classes ● Randomly assigned to: ○ Live presentation ○ Digital presentation ○ Control ● Online pre and post-tests through SurveyMonkey ● IRB approved 7
- 8. Demographics 8 School A School B Enrollment 1,782 1,439 Title I school Yes No Students eligible for free/ reduced lunch 52% 14% Graduation rate 82% 92%
- 9. Impact Areas ● Climate science knowledge ● Attitudes about climate change: ○ Belief and involvement ○ Climate justice ● Self-efficacy ● Intent to change behavior: ○ Conservation ○ Communication ● Hope 9
- 14. Results: Hope 14
- 15. Conclusions ● Positive results: Digital program produces statistically equivalent results in: ○ Climate science knowledge gained ○ Shift in belief in and involvement in climate change ○ Shift in attitudes about climate justice ○ Self-efficacy on climate action ● Room for improvement: Digital program does NOT produce similar results in: ○ Intent to change behavior, both communication and conservation ○ Hope 15
- 16. What’s Next? ● Support for teachers to fill the gap: ○ Facilitator guide ○ Climate conversation project (Thursday - 10:50 in 242) ○ Lesson plans galore 16 ourclimateourfuture.org
Hinweis der Redaktion
- We’re a national nonprofit since 2008. Some ACE stats: We’ve educated 2.5 million young people about climate change We’ve trained over 4,000 young people to become climate leaders. Through our work, we are helping to transform the climate movement into one that is just, inclusive, and equitable: 77% of all schools we reach are public 65% of ACE Action Fellows and alums are youth of color ACE programs connect climate change to issues of justice and equity
- Since ACE’s inception, our keystone program has been the ACE Assembly. It’s a 40-minute live in-school assembly presentation on climate science, impacts and solutions that we’ve brought to over 2 million students across the country. It’s a fun, dynamic combination of science, music, and animation -- we like to say it’s like Jim Hansen meets Beyonce.
- In 2014, we published our first research into the impact of the program, based on pre and post surveys to thousands of students nationwide. Here’s what we found:
- However, we get dozens of requests from teachers around the country to come to schools in places we can’t reach. So, we began to develop Our Climate Our Future, a digital version of the live ACE Assembly. And we began to see the impact in terms of how many students we are able to reach and how efficiently...
- Reached 2 million students from 2008-2016 at a cost of $11 per student. Our goal is to bring Our Climate Our Future into thousands of schools across the country and reach 3 million more students in the next 3 years, at an overall cost of less than $1 per student. But the big question is: Can the digital climate education program achieve the same results as the live program?? So, that’s what this study set about answering. I have to admit that on a personal note, I was extremely skeptical that it could. I have given the ACE Assembly for the last 8 years and, having seen the profound impact it can have on engaging young people on the issue of climate change, I am one of its biggest fans.
- With support from the Pisces Foundation and in partnership with June Flora and Melissa Saphir from Stanford University, we began an evaluation of the program. We worked with two public high schools in North Carolina, a total of 709 students in 27 science classes who were randomly assigned to one of three conditions: live presentation, digital presentation and a control group which received no presentation. I should note that the host of OCOF is one of my coworkers, the amazing Melinda Lilly. She also presented the live ACE Assembly at the White House back to school climate education event a few years ago. She also delivered the live assemblies at the schools over the course of two days, so we were able to have the same exact person as both the live and digital educator. 512 matched pre and post tests Measured change scores from pre-test to post-test
- Both public high schools of about 1,500 students… We controlled for any effects of school population in our results.
- We measured 5 different outcomes --
- Orient to graphs: Y-axis is change scale (post-test minus pre-test average over several questions) Positive score: positive change (increase in knowledge, hope, became more concerned) Negative score: negative change (decrease in knowledge, etc.) Green - control, blue - live, orange - digital. Statistically equivalent gains in knowledge for both live and digital presentations. All results are significant to
- Statistically equivalent shifts in attitudes: Used 8 of 15 Global Warming’s Six Americas questions to show belief in and involvement in climate change (“How much do you think climate change will affect you personally?”) Control group showed no change - score of zero Single question on attitudes with respect to climate justice (“How much do you agree with the statement: “It’s unfair that people who use the fewest resources experience the worst impacts of climate change.”)
- 4 questions on self-efficacy, or confidence in one’s ability to engage in a climate-related action well-documented predictor of future behavior
- Two areas in which digital version showed significant improvement from the control group but did NOT perform as well as live. First, intent to change behavior. All three groups show increases here -- seeing the effect in the control group that by merely taking the survey about climate change, intent to change behavior increased. Statistically significant increases for the live presentation in intent to change conservation behaviors such as individual daily actions (transportation, shut off appliances, etc.), but not for digital presentation. (8 questions) Similarly, there are significant increases for the live presentation for intent to change behaviors related to communication about climate change. (5 questions) “In the next 3 months, how likely are you to ask your parents to do something to help reduce climate change?”
- Hope was the second area in which we did not see equivalent gains for the digital version as compared to the live version.
- So, there’s a lot of positive impact from the digital program in terms of increasing knowledge, shifting beliefs about climate change and climate justice and increasing young people’s self-efficacy that they can take action on climate. But there’s also room for improvement. It’s clear that particularly in the areas of behavior change and hope for our ability to solve climate change, that an actual living, breathing human is key to engaging young people in these areas.
- Given these results, what’s next? I think there’s a real opportunity here to support and empower teachers to fill this need for a real human body in the room. In this project, we didn’t allow teachers to have any conversation or discussing with their students about what they saw in digital presentation -- they were only allowed to press the play button. But we know that’s not what teachers normally do. They use video in the classroom, but they support it with discussion and lesson plans. So that’s what ACE is committed to providing teachers. We have a facilitator guide to support a classroom dialogue about climate change. We also have supporting lesson plans and videos, including one on teaching young people to lead a climate conversation with their parent. More about this project on Thursday! Climate Literacy: Supporting Communities Addressing Climate Change Through Climate Literacy Cross-Sector Collaboration and Communication Strategies Il And further lesson plans as well -- here’s a recent one about air quality that accompanies a video about one of our alums and her experiences with heat and air pollution in LA. The lesson plan is mapped to NGSS and focuses on the inequitable distribution of air pollution in cities.