Klimatické vzdělávání na prvním stupni: vztah žákovského sebehodnocení, environmentálních postojů, znalostí a proenvironmentálního chování
Climate Change Education at the Primary School: the Relationship Between Pupils' Self-assessment, Environmental Attitudes, Knowledge and Pro-environmental Behaviour

Summary/Abstract: This paper presents the results of a quantitatively designed pedagogical research conducted in the winter of 2021/2022 among students (n = 144) in the fifth grade of primary schools in the Czech Republic. The questionnaire survey investigated climate knowledge, environmental values and attitudes, and pro-environmental behaviour. The results showed significant differences in the dimensions of willingness to act and appreciation of nature, in which girls scored higher than boys. The self-assessment questions captured significant differences in climate change knowledge between children from different participating schools. The regression model showed a significant influence of the dimensions of nature appreciation and willingness to act on pro-environmental behaviour. Analysis of the self-assessment questions revealed a significant relationship between students’ self-assesed knowledge of and interest in nature and climate and the dimensions of appreciation of nature, willingness to act, and pro-environmental behaviour.

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