Climate change curriculum for children – generative learning across multiple intelligences

Abstract

This study developed a local climate change curriculum that incorporates generative learning strategies and emphasizes the creation of visually engaging educational content. The curriculum’s impact was assessed by examining generative learning through recall and knowledge transfer, as well as declarative knowledge across elementary students with different multiple intelligences (n = 68). The findings offer preliminary evidence of moderate learning gains. We also discuss the implications of these findings for the development of a localized climate change curriculum.

Acknowledgments

Special thanks are extended to the audiovisual production team leaders, María Gabriela Pérez and Gustavo Idrovo, along with all the dedicated producers and post-producers: Andrés Borja, Mark Bueno, Diego Llerena, Nicolás Loza, Denisse Mesías, Melissa Mesías, Esteban Revelo, Byron Rivadeneira, Catherine Valle, Antonella Villalba, and Eduardo Viteri. Last but certainly not least, heartfelt appreciation goes out to all the undergraduate students who actively participated in this endeavor.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Universidad San Francisco de Quito, Ecuador under grant #10054.