NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1138754
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
Reference Count: 79
ISBN: N/A
ISSN: ISSN-0095-8964
As the Climate Changes: Intergenerational Action-Based Learning in Relation to Flood Education
Williams, Sara; McEwen, Lindsey J.; Quinn, Nevil
Journal of Environmental Education, v48 n3 p154-171 2017
It is a concern that children represent an under-researched group in flood education and preparedness because as adults they are more likely to experience flooding as the climate changes, and because it suggests their potential today, as agents of change, is being undervalued. Using action-based, participatory methodology with seven to nine-year-old children, a creative and inclusive flood education resource was developed as a stimulus for learning. Evaluation revealed that young children can learn about flooding and preparedness, and that intergenerational learning from child to parent can also occur, with children transferring the messages learned in school to home. However, thematic analysis suggests key factors such as family relationships (empowerment of children) and the parents' disconnection and dissociation from risk limit the success of intergenerational learning. The implications of these in relation to flood education, flood preparedness, and household resilience levels are explored.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom