Small Changes, Large Effects: A Chaos Theory Framework for Electronic Literature in Climate Education for Indian Primary Students
Proposal Type
Individual Talk
Location
Narratives & Worlds
Start Date
July 2026
End Date
July 2026
Abstract
Climate change exemplifies chaos theory's core principle: small initial changes producing large, unpredictable outcomes—the butterfly effect. Similarly, climate education for young children operates as a complex system where small pedagogical interventions can cascade into transformative understanding and lifelong behavioral patterns. This paper applies chaos theory as a theoretical framework for understanding how electronic literature (e-lit) functions as one component within climate education for Indian primary students (Classes 1-5, ages 6-11). Drawing on Edward Lorenz's foundational work on sensitive dependence on initial conditions and applying chaos theory principles to educational contexts, this study examines how e-lit's affordances— interactivity, multimodality, and non-linearity—align with both climate systems' chaotic nature and children's non-linear learning processes. Through analysis of India's Environmental Studies (EVS) curriculum and specific class-level examples, the paper demonstrates how interactive digital narratives can help young learners comprehend climate's complex, interconnected dynamics while developing the systems thinking necessary for navigating an unpredictable climate future. The chaos theory framework illuminates why small changes in pedagogical approach (integrating e-lit alongside traditional methods) may produce disproportionately large effects on children's climate literacy, agency, and long-term environmental behaviors—a pedagogical butterfly effect with potential for transformative educational outcomes.
Small Changes, Large Effects: A Chaos Theory Framework for Electronic Literature in Climate Education for Indian Primary Students
Narratives & Worlds
Climate change exemplifies chaos theory's core principle: small initial changes producing large, unpredictable outcomes—the butterfly effect. Similarly, climate education for young children operates as a complex system where small pedagogical interventions can cascade into transformative understanding and lifelong behavioral patterns. This paper applies chaos theory as a theoretical framework for understanding how electronic literature (e-lit) functions as one component within climate education for Indian primary students (Classes 1-5, ages 6-11). Drawing on Edward Lorenz's foundational work on sensitive dependence on initial conditions and applying chaos theory principles to educational contexts, this study examines how e-lit's affordances— interactivity, multimodality, and non-linearity—align with both climate systems' chaotic nature and children's non-linear learning processes. Through analysis of India's Environmental Studies (EVS) curriculum and specific class-level examples, the paper demonstrates how interactive digital narratives can help young learners comprehend climate's complex, interconnected dynamics while developing the systems thinking necessary for navigating an unpredictable climate future. The chaos theory framework illuminates why small changes in pedagogical approach (integrating e-lit alongside traditional methods) may produce disproportionately large effects on children's climate literacy, agency, and long-term environmental behaviors—a pedagogical butterfly effect with potential for transformative educational outcomes.
