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supplies, economic costs and humanitarian crises. Her protests captured attention
around the world and inspired a global movement leading to strikes in many different countries and raising peoples’ awareness about the climate change and the
urgency of action on this issue. Her message, disseminated through social media
and presented in international forums, mobilised children, teenagers and adults
around the world, demanding immediate climate action from politicians and business leaders. Several teen climate activists like Greta Thunberg are exerting pressure through such initiatives spread and organised through social media.
Research suggests that students’ activism on socio-scientific and socioenvironmental issues have a positive impact on (a) their knowledge of these issues;
(b) their conceptions about the nature of science; (c) their inquiry and citizenship
competences; and, eventually, (d) the well-being of individuals, societies and environments (Reis and Tinoca 2018; Bencze 2017; Bader and Laberge 2014; Zoras and
Bencze 2014; Bencze and Carter 2011; Roth and Désautels 2002; Roth and Lee
2002). Students’ involvement in activism initiatives promotes (a) communication
skills through the exchange of arguments for specific actions; (b) scientific inquiry
skills during the identification of the causes and possible solutions for problems; (c)
critical thinking skills, through complex problem-solving; (d) creativity, during the
development of innovative proposals for unique contexts; (d) perseverance, through
the understanding that change takes time, effort and commitment; and (e) empowerment, when students realise that their actions can have a positive impact in society
(Conceição et al. 2019; Bencze 2017; Marques and Reis 2017; Schusler and Krasny
2015; Carter et al. 2014; Krstovic 2014; Schalk 2008).
9.4 Conclusion
Activism constitutes a major aspect of Environmental Citizenship, allowing citizens
to become active problem-solvers instead of simple spectators relying on experts’
opinions. Consequently, students’ involvement in activism initiatives represents a
key element in Education for Environmental Citizenship, creating an excellent context for the development of the knowledge, skills, values and attitudes that empower
citizens as agents of change, who are capable of devising and implementing individual and collective actions aimed at solving the contemporary environmental
problems (ENEC 2018). Youth activism initiatives allow students to exercise their
environmental rights and duties, understand the structural causes of environmental
problems and develop the necessary competences to address those causes. Through
activism, students move from a position of learning to a new position of engagement
in acts of citizenship and practices of scientific inquiry. Students are therefore
empowered as producers of contextualised and socially relevant knowledge, instead
of being simple consumers of knowledge.
Youth activism initiatives have the potential to strengthen the bonds between
school and the communities where students and their families live. Through these
initiatives, students develop positive perceptions regarding the importance and
P. Reis
supplies, economic costs and humanitarian crises. Her protests captured attention
around the world and inspired a global movement leading to strikes in many different countries and raising peoples’ awareness about the climate change and the
urgency of action on this issue. Her message, disseminated through social media
and presented in international forums, mobilised children, teenagers and adults
around the world, demanding immediate climate action from politicians and business leaders. Several teen climate activists like Greta Thunberg are exerting pressure through such initiatives spread and organised through social media.
Research suggests that students’ activism on socio-scientific and socioenvironmental issues have a positive impact on (a) their knowledge of these issues;
(b) their conceptions about the nature of science; (c) their inquiry and citizenship
competences; and, eventually, (d) the well-being of individuals, societies and environments (Reis and Tinoca 2018; Bencze 2017; Bader and Laberge 2014; Zoras and
Bencze 2014; Bencze and Carter 2011; Roth and Désautels 2002; Roth and Lee
2002). Students’ involvement in activism initiatives promotes (a) communication
skills through the exchange of arguments for specific actions; (b) scientific inquiry
skills during the identification of the causes and possible solutions for problems; (c)
critical thinking skills, through complex problem-solving; (d) creativity, during the
development of innovative proposals for unique contexts; (d) perseverance, through
the understanding that change takes time, effort and commitment; and (e) empowerment, when students realise that their actions can have a positive impact in society
(Conceição et al. 2019; Bencze 2017; Marques and Reis 2017; Schusler and Krasny
2015; Carter et al. 2014; Krstovic 2014; Schalk 2008).
9.4 Conclusion
Activism constitutes a major aspect of Environmental Citizenship, allowing citizens
to become active problem-solvers instead of simple spectators relying on experts’
opinions. Consequently, students’ involvement in activism initiatives represents a
key element in Education for Environmental Citizenship, creating an excellent context for the development of the knowledge, skills, values and attitudes that empower
citizens as agents of change, who are capable of devising and implementing individual and collective actions aimed at solving the contemporary environmental
problems (ENEC 2018). Youth activism initiatives allow students to exercise their
environmental rights and duties, understand the structural causes of environmental
problems and develop the necessary competences to address those causes. Through
activism, students move from a position of learning to a new position of engagement
in acts of citizenship and practices of scientific inquiry. Students are therefore
empowered as producers of contextualised and socially relevant knowledge, instead
of being simple consumers of knowledge.
Youth activism initiatives have the potential to strengthen the bonds between
school and the communities where students and their families live. Through these
initiatives, students develop positive perceptions regarding the importance and
P. Reis