Estudo das alterações climáticas no 1.º ciclo do ensino básico

Abstract

This article takes as its starting point a study whose main purpose was to promote elementary school students' learning about climate change and its environmental impacts, as part of a pedagogical intervention in initial teacher training. The intervention was carried out using qualitative research, namely research into practice.  Data was collected through participant observation, questionnaire survey, and documentary analysis of the students' productions. The results seem to show that, from the different activities in the didactic sequence, the students acquired knowledge, skills and attitudes towards the topics under study. Some implications of these results for the teaching and learning process on climate change are discussed.