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Master Thesis

En quoi l'éducation au développement durable, au travers de l’empreinte écologique, favorise-t-elle les changements conceptuels des élèves ?

Abstract : The Environmental Footprint is an essential and unmissable point of the question of the sustainable development. This sum allows us to know our habits, and the carbon impact for the planet. It has for scheme to be more responsible and aware about human impact, our impact on the planet. That’s why it must be a part of the educational system, in order to maintain a viable earth, in long term, for future generations. This question arises the following problematic: how does sustainable development, through the study of the environmental footprint, foster conceptual changes of students? The method we choose to implement is a survey, which took place in a CP class. It tends to observe the habits of pupils and what is, for us, the behaviour to adhere to keep the earth safe, through a multiple-choice questionnaire. The questionnaire was completed twice: one before a lesson about the good habits we must implement, and another time after this. This survey allows to show a sample of the impact of environment footprint’s education. As conclusions of the study point out, 38% of pupils’ answers indicate a conceptual change, after the lesson. The first part of the questionnaire, which contains pupils’ habits, also shows that the new pupils’ knowledge (about good behaviour we must take for the planet) has an impact on their habits, such as eating meat, or recycling garbage. As the survey shows, the education of sustainable development can make a change, and brings conceptual changes with students. More, it has an impact with their habits, and brings consciousness about ecology.
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Master Thesis
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Submitted on : Wednesday, June 19, 2019 - 10:15:23 AM
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Vincent Altese, Pauline Chouquet. En quoi l'éducation au développement durable, au travers de l’empreinte écologique, favorise-t-elle les changements conceptuels des élèves ?. Education. 2019. ⟨dumas-02159900⟩

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