Are environmental issues such as climate change addressed enough at school? No, argue students, who intend to make things happen. They founded a committee on the issue, made up of teachers and the Association for the Teaching of Science and Technology in Quebec (AESTQ), which is campaigning for a review of training.
It is part of the optional program of environmental science and technology in 4e secondary than Marie Maltais and Olivier Cloutier, now students of 5e secondary school at Mont-Saint-Sacrement private school in Saint-Gabriel-de-Valcartier, found that the subject was rarely discussed.
“We talked about it twice for about ten minutes, in preparation for a ministry exam. The content was dated,” says Olivier Cloutier. “In the regular class, there are even fewer environmental issues that are addressed,” adds Marie Maltais.
By talking with other students, they found that the interest was there and that many did not know where to find the information. The two young people hope to convince the Minister of Education, Bernard Drainville, to review the scientific training curriculum.
“A lot of questions”
In addition to organizing meetings in small groups to take the pulse, the two young people approached schools to circulate an online survey that they developed with the help of Daniel R. Rousse, full professor in the Department of Engineering. mechanics from the École de technologie supérieure (ETS) and member of the committee. Pupils from a primary school and a secondary school, for a total of 638 participants, responded.
Half of secondary school respondents say they are not sufficiently informed in class about climate change, and 70% of elementary school students would like to receive more information at school on this subject. They are 62% of the primary level to be worried about climatic upheavals, against 57% at the secondary level. Marie Maltais and Olivier Cloutier intend to disseminate their survey more widely with the help of school service centres. They also plan to pass it on to college students.
“Phenomena such as storms or temperature changes, which are felt on a daily basis, stand out a lot. There are a lot of questions. The students do not feel able to act on this,” slips Marie Maltais, who believes that young people should be better equipped.
20 year old program
The science and technology program, taught to students from primary to 3e secondary, dates back twenty years, adds Camille Turcotte, general manager of the AESTQ.
The program is basically well done and allows those who wish to teach elements that are not provided for, she underlines, but there are gaps. “Science evolves much faster than programs. Twenty years ago, we weren’t talking about artificial intelligence. We talked about the environment, but very little about climate change, ”she says.
According to her, the themes of science and technology programs should be reviewed. “It’s time to revise. Teachers must also be up to date in their knowledge to interest their students in current issues. “We have several signs on the ground that show that young people are concerned about these issues,” says Camille Turcotte.
A survey was conducted among some 570 members of the AESTQ to specify their continuing education needs with respect to climate change. A total of 272 people responded, proof that this is of concern to the community, she thinks.
Although students are able to find information on the Internet or through the media, there is great value in discussing climate change in the classroom, she believes. “There is an issue of misinformation, a young person on the Internet can find themselves in a bubble of bad information. The school is there to educate young people. And also to make them enlightened citizens endowed with a critical mind, well equipped to position themselves in the face of social issues, through the confrontation of ideas with their peers. »
Camille Turcotte specifies that the Quebec Ministry of Education (MEQ) is currently implementing a streamlined program review process. She hopes that science and technology will be the first on which the ministry will look. The MEQ was unable to respond in time to the questions of the To have to before the publication of this report.
For their part, Marie Maltais and Olivier Cloutier would like to see the addition of workshops on climate change and intend to continue their efforts to find out what young people would like to see as changes. They want to set up a student network from next January.
The AESTQ’s executive director joined their committee, which was founded last spring after receiving an article by Marie Maltais on these issues and its publication in the association’s journal. Professors from the University of Quebec in Rimouski are also part of it. Among them is Marie’s father, Martin Maltais, a well-known specialist who has worked for the Ministry of Education and who lends her a hand.
Pilot project
For his part, Daniel R. Rousse has chosen not to direct a research chair, but rather to get busy carrying out projects in support of the committee.
“We are preparing at the ETS a training program intended for managers and teachers in practice and in training in private and public schools in Quebec. This will be called ‘Major environmental issues’”, he explains. He hopes there will be a first cohort in 2024.
The Center de services scolaire Marguerite-Bourgeoys, on the island of Montreal, has shown interest in implementing a pilot project in this regard. The first step of the project would be to meet teachers, all subjects combined, to get an idea of what they would like to teach about climate change.