| 其他摘要 | Since China proposes that C02 emissions should reach the peak by 2030 and strive to achieve carbon neutrality by 2060, there is an urgent need to raise public awareness of carbon neutrality and promote low-carbon behavior through education. However, China's carbon neutral legislation is still in its infancy, and the public's understanding of the concept, knowledge, skills and policies related to carbon neutrality is still relatively limited, resulting in insufficient participation of individuals in low-carbon behaviors.
Environmental education can increase the sense of environmental responsibility. The responsible environmental behavior model (REB) was first proposed by Hines in 1987, which concluded that responsible civic behavior can be cultivated in environmental education. Environmental responsibility can increase environmental friendly behavior, and personal environmental responsibility is an important internal driving variable of environmental friendly behavior. Environmental education can also effectively improve individuals' attitudes towards public environmental policies and their willingness to participate in environmental protection. Among them, climate change science popularization activities are effective measures to increase people's interest and enthusiasm for specific education projects. Adults tend to have more stable behavior patterns, consumption habits and value orientations. In contrast, adolescents are more likely to be guided and intervened. As for the implementation status of carbon neutrality in China, teenagers have a relatively negative attitude towards carbon neutrality curriculum and lack the willingness to participate. Knowledge publicity and education is an effective strategy to promote educational activities. The publicity and education of environmental knowledge can improve the willingness of young people to participate in environmental knowledge and stimulate their interest in spreading green ideas.
Objective: To analyze the impact of climate change science popularization activities (such as manuscripts, old objects donation, science exhibition, science lectures) on carbon neutral education for young people, their willingness to participate in courses, and expected class hours, and consider whether participation in various activities will have cumulative effects, and verify the intermediary mechanism of environmental responsibility, so as to provide an important basis for decision-making of relevant departments.
Result:
1 .In study 1，this study used the questionnaire method to collect data by using paper questionnaires，and conducted a carbon neutral knowledge and practice questionnaire survey among adolescents in different schools in Beijing. A total of 3005 questionnaires were distributed in the pre-test, and 2834 valid questionnaires were recovered. Through the questionnaire, we learned about the actual situation of teenagers' participation in climate change science popularization activities, their support attitude towards carbon neutral education, their willingness to participate and their expected class hours for carbon neutral courses. (1) Four kinds of climate change science popularization activities can improve the support attitude and participation willingness of young people in carbon neutral education. Science popularization exhibitions and lectures have no direct impact on the expected class hours. (2) It is worth mentioning that the manual newspaper making activity has the best effect in the expected class hours. Whether in terms of carbon neutral education support attitude or curriculum participation willingness, science popularization exhibition activities are the most effective. (3) Climate change science popularization activities promote the sense of environmental responsibility. Except that popular science exhibitions and lectures have no direct impact on the expected class hours of carbon neutral education participating in four activities respectively has a direct role in promoting the support attitude, participation willingness and expected class hours of carbon neutral education, in which the sense of environmental responsibility also plays a mediating role, and explores the potential psychological mechanism of the impact of climate change popular science activities on the support attitude and willingness of young people to participate in carbon neutral education. (4) Participating in various climate change science popularization activities will have a better effect on promoting carbon neutral education support attitude, participation willingness and expected class hours. 2. In the second study, a follow-up study was conducted half a year later. A total of 764 questionnaires were distributed in the post test, and 712 valid questionnaires were recovered. Through the questionnaire, we will learn about the comparison between half a year later and the pre-test of teenagers' participation in climate change science popularization activities, including their support attitude towards carbon neutral education, their willingness to participate and their expected class hours for carbon neutral courses. To explore the inter temporal impact of four climate change science popularization activities. (1) In addition to the donation of old things, participating in the other three activities respectively positively and significantly predicted the carbon neutral education support attitude, the willingness to participate in carbon neutral courses, and the expected class hours of carbon neutral courses through the sense of environmental responsibility. (2) Participation in science popularization exhibitions and lectures also directly and significantly affects the carbon neutral education support attitude and the willingness to participate in carbon neutral courses; The manual newspaper production activity can directly and significantly affect the carbon neutral education support attitude. (3) Participation in various activities can directly promote the carbon neutral education support attitude and the willingness to participate in carbon neutral courses.
Conclusion:
The conclusions of this study are as follows: (1) Climate change science popularization activities can promote young people's carbon neutral education support attitude, willingness to participate in carbon neutral courses, and expected class hours. (2) Environmental responsibility plays a mediating role in climate change science popularization activities to promote young people's carbon neutral education support attitude, participation willingness of carbon neutral courses, and expected class hours. (3) Popular science exhibitions and lectures in climate change science popularization activities can directly promote youth's carbon neutral education support attitude and participation willingness. (4) Participation in a variety of activities has a cumulative effect, which can promote youth's carbon neutral education support attitude, carbon neutral curriculum participation willingness, and expected class hours. This research has proved the theoretical mechanism that climate change science popularization activities affect carbon neutral education support attitude and participation willingness. At the same time, horizontal and vertical studies have been done to enrich the research results, and vertical studies can obtain more stable prediction results. Our research results are expected to provide reference for the extensive practice of carbon neutral education for young people, and provide profound inspiration for improving the public's attitude and willingness to achieve carbon neutral goals. |
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