Megan K Littrell
Biographic Data
| ID | 6674161 |
|---|---|
| NAME | Megan K Littrell |
| GIVEN NAMES | Megan K |
| FAMILY NAME | Littrell |
| SIGNATURE | LITTRELL M K |
| AFFILIATIONS | Cooperative Institute for Research in Environmental Science, University of Colorado Boulder, Boulder, USA |
| ORCID | 0000-0002-8378-1329 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 20 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Transformative experience in an informal science learning program about climate change
The Transformative Experience Questionnaire (TEQ) has previously been used only in formal science learning environments to examine how students' learning experiences extend beyond the classroom into their daily lives. In the present study, an example of how this tool can be useful to assess transformative experiences in an informal learning program is provided. The Lens On Climate Change (LOCC) program combined a place‐based approach to learning …
Exploring local environmental change through filmmaking
How can youth become leaders in their communities’ resilience efforts? The Lentes en Cambio Climático (LECC) filmmaking program aimed to empower students to investigate how a changing climate affects their lives and use their own findings to inspire local resilience. Secondary students in LECC created films that explore the experiences of community members and document local knowledge around climate topics relevant to their lives. A mixed-methods…
Framing action in a youth climate change filmmaking program
This article presents a mixed methods investigation of discourse about action on climate change and other socioenvironmental challenges in the context of an informal climate change and film education program. We focused on how action was framed by students, their mentors, and in their co-produced films. Students and films predominantly framed action as something that individuals, including youth, can and should do by making small choices in their…
Student perspectives on climate change through place-based filmmaking
The study examined high school students’ perspectives on climate change before and after participation in an informal science education program. During the program, students made a short, place-based film about climate change impacts in their communities. Qualitative and quantitative analysis of student data revealed key themes that illustrate how students characterized climate change before and after developing their films. Following the program…
Using Retrieval Practice and Metacognitive Skills to Improve Content Learning
Classroom tests have been traditionally used to assess student growth and content mastery. However, a wealth of research in cognitive and educational psychology has demonstrated that retrieval practice (testing) as a form of low‐stakes, rather than traditional high‐stakes testing, can also be used as an effective pedagogical tool, improving long‐term learning, reading comprehension, and metacognition. So, as teachers plan formative assessments to…
Student perspectives on climate change through place-based filmmaking
The study examined high school students’ perspectives on climate change before and after participation in an informal science education program. During the program, students made a short, place-based film about climate change impacts in their communities. Qualitative and quantitative analysis of student data revealed key themes that illustrate how students characterized climate change before and after developing their films. Following the program…
Framing action in a youth climate change filmmaking program
This article presents a mixed methods investigation of discourse about action on climate change and other socioenvironmental challenges in the context of an informal climate change and film education program. We focused on how action was framed by students, their mentors, and in their co-produced films. Students and films predominantly framed action as something that individuals, including youth, can and should do by making small choices in their…
Using Retrieval Practice and Metacognitive Skills to Improve Content Learning
Classroom tests have been traditionally used to assess student growth and content mastery. However, a wealth of research in cognitive and educational psychology has demonstrated that retrieval practice (testing) as a form of low‐stakes, rather than traditional high‐stakes testing, can also be used as an effective pedagogical tool, improving long‐term learning, reading comprehension, and metacognition. So, as teachers plan formative assessments to…
Framing action in a youth climate change filmmaking program
This article presents a mixed methods investigation of discourse about action on climate change and other socioenvironmental challenges in the context of an informal climate change and film education program. We focused on how action was framed by students, their mentors, and in their co-produced films. Students and films predominantly framed action as something that individuals, including youth, can and should do by making small choices in their…
Student perspectives on climate change through place-based filmmaking
The study examined high school students’ perspectives on climate change before and after participation in an informal science education program. During the program, students made a short, place-based film about climate change impacts in their communities. Qualitative and quantitative analysis of student data revealed key themes that illustrate how students characterized climate change before and after developing their films. Following the program…
Exploring local environmental change through filmmaking
How can youth become leaders in their communities’ resilience efforts? The Lentes en Cambio Climático (LECC) filmmaking program aimed to empower students to investigate how a changing climate affects their lives and use their own findings to inspire local resilience. Secondary students in LECC created films that explore the experiences of community members and document local knowledge around climate topics relevant to their lives. A mixed-methods…
Transformative experience in an informal science learning program about climate change
The Transformative Experience Questionnaire (TEQ) has previously been used only in formal science learning environments to examine how students' learning experiences extend beyond the classroom into their daily lives. In the present study, an example of how this tool can be useful to assess transformative experiences in an informal learning program is provided. The Lens On Climate Change (LOCC) program combined a place‐based approach to learning …
Pedagogy (4 works) · Psychology (4 works) · Climate Change Communication and Perception (3 works) · Environmental Education and Sustainability (3 works) · Filmmaking (3 works) · Sociology (3 works) · Agency (philosophy (2 works) · Climate change (2 works) · Ecology (2 works) · Environmental education (2 works)