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首页> 外文期刊>The journal of environmental education >As the climate changes: Intergenerational action-based learning in relation to flood education
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As the climate changes: Intergenerational action-based learning in relation to flood education

机译：随着气候变化：与洪水教育有关的基于代际行动的学习

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It is a concern that children represent an under-researched group in flood education and preparedness because as adults they are more likely to experience flooding as the climate changes, and because it suggests their potential today, as agents of change, is being undervalued. Using action-based, participatory methodology with seven to nine-year-old children, a creative and inclusive flood education resource was developed as a stimulus for learning. Evaluation revealed that young children can learn about flooding and preparedness, and that intergenerational learning from child to parent can also occur, with children transferring the messages learned in school to home. However, thematic analysis suggests key factors such as family relationships (empowerment of children) and the parents' disconnection and dissociation from risk limit the success of intergenerational learning. The implications of these in relation to flood education, flood preparedness, and household resilience levels are explored.
机译：令人担忧的是，儿童是洪水教育和备灾方面研究不足的群体，因为随着年龄的增长，他们随着气候变化而更容易遭受洪水的侵扰，并且因为这表明他们作为变革推动者的今天的潜力被低估了。使用针对七至九岁儿童的，基于行动的参与式方法，开发了一种创新的，包容性的洪水教育资源，作为学习的刺激。评估显示，幼儿可以学习洪水和备灾，还可以进行从儿童到父母的代际学习，儿童可以将在学校学到的信息传递到家里。但是，主题分析表明关键因素，例如家庭关系（增强孩子的能力）以及父母与风险的分离和分离限制了代际学习的成功。探讨了这些对洪水教育，洪水准备和家庭复原力水平的影响。

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