Date of Award

12-31-2025

Document Type

Open Access Thesis

Degree Name

Master of Science (MS)

Department

Marine Sciences and Technology

First Advisor

Mark Borrelli

Second Advisor

Bob Chen

Third Advisor

Arthur Eisenkraft

Abstract

Climate change presents not only environmental challenges but also emotional challenges for today’s youth. This thesis documents the design, implementation, and evaluation of a field-based summer science program aimed at empowering adolescents with coastal salt marsh ecology while addressing climate change emotions and science identity development. The program, based in a Massachusetts salt marsh, was adapted from existing public environmental curricula and guided by place- and experience-based learning principles. Over Spring and Summer 2025, 13 students (ages 13-18) participated in extra-curricular field trips, hands-on research activities, and reflective discussions about the environment and the emotions it brings forth. Pre- and post-program surveys measured content knowledge, environmental attitudes, climate change anxiety, and sense of agency, using multiple choice, true/false, Likert scale, and open-ended questions. Quantitative results showed modest gains in salt marsh knowledge, yet mixed degrees of self-reported science skills confidence, as well as mixed degrees of personal and community agency levels regarding climate action. Climate-related anxiety levels were persistent, as many students continued to express their worries regarding the future. Due to the small sample (n=13) and low statistical power, pre/post differences were not statistically significant, and thus emphasis was placed on qualitative insights. Thematic analysis of open-ended responses revealed that some students valued the immersive field experience, while others did not particularly enjoy the labor of field work. Most students did not feel very hopeful about the future of climate change both before and after program participation, yet some expressed faith in humanity’s ability to adapt. Students highlighted the hands-on work, connections with local fauna, and learning about climate solutions as factors that strengthened their positive feelings towards science and nature. This study concludes that providing a hands-on, skill-building, student-led environmental science program can positively influence youth outcomes, but that the development of varying program options has the potential to connect with much of today’s youth as represented by the 13 study participants. Lessons learned include the importance of multi-faceted program design (fieldwork, mentorship, reflection) and the need for supportive spaces where young people’s climate-related emotions are acknowledged and addressed. This project demonstrates a model for place-based, climate change education that aims to empower rather than overwhelm, though further research with larger samples, longer studies, and individual participant follow-up is required to provide statistically robust results.

Comments

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