Date Presented

Spring 5-18-2025

Document Type

Thesis

First Advisor

Dr. Laura Henry-Stone

Second Advisor

Dr. David Perault

Third Advisor

Dr. Price Blair

Abstract

Education in the U.S. currently faces a deficit in the promotion and proper teaching of climate change curriculum. Obvious gaps are created by a lack of clear teaching standards for environmental education, the American political machine stirring up controversy over the legitimacy of climate change, or teacher preferences. As climate change is considered one of the greatest threats facing humanity today, there is a need to educate people, especially younger generations, in order to navigate future challenges and make informed decisions. Nature centers offer the ideal location for the promotion of climate change education based on their direct connection to nature and informal curriculum model. This study began with a literature review of current climate education which identified themes in student perceptions and understanding of climate change. A case study of the current environmental education curriculum offered at Camp Kum-Ba-Yah Nature Center was also conducted. It revealed a lack of specific climate-focused activities overall, though there are opportunities to build upon programming and begin to lay the groundwork for further expansion. The need for activities that aid in the development of systems thinking skills was recognized, and therefore lessons were compiled and edited to focus on making connections within a climate system. Educational kits were created for each activity, guided by the insights from the literature review.

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