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1.
Abstract

Under the premise that the young generation of teenagers cannot be considered to be uniform, this study identified groups of teenagers based on their level of climate change awareness. Questionnaires answered by 760 teenagers (13–16?years old) from Germany and Austria were analyzed using a hierarchical cluster analysis. The teenagers were assigned to four groups that differed as to their cognitive, affective and conative aspects of climate change awareness. Based on the empirical results, the authors argue that there are different subgroups of young people in terms of climate change awareness, which climate change education should take into consideration.  相似文献   

2.
Abstract

In this paper, I present evidence for framing climate change education around social justice. More specifically, I provide empirical support for framing climate change education around intragenerational climate justice, and argue that this frame can influence youth in industrialized, wealthy nations to become mobilized, climate-engaged individuals. To do so, I apply critical qualitative analysis to narratives from American youth who participated in a global climate change education program in Bangladesh. My findings include the importance of contextualizing climate justice, framing climate change around humans, implicating ourselves in the problem and recognizing our own obligations in mitigation, seeing climate change as real and tangible, being in a place impacted by climate change, feeling solidarity with those impacted, and recognizing social injustice and power disparities within climate change impacts. Based on these findings, I recommend an approach that provides context, nuance, and personal connection to an otherwise abstract global problem.  相似文献   

3.
Abstract

Integrating climate change into environmental education programs and formal science classrooms can be difficult, as the issue remains controversial and highly politicized among the American public. This study proposes that the same cultural values that shape worldview differences and divide public opinion on anthropogenic climate change will influence if and how science educators support education on the topic. An online survey with quantitative and qualitative measures was distributed among science educators in the southeastern United States to test what, if any, impact cultural cognition has on their opinions about climate change education. The results suggest that respondents’ cultural values have a significant influence on their intentions to support climate change education and preferences for curricula content. The findings also suggest potential avenues for the field of environmental education to develop climate change materials that may help decrease unintentional biases among science educators and more effectively engage their support in teaching its causes and potential solutions regardless of worldview differences.  相似文献   

4.
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5.
This study uses qualitative content analysis to examine 355 open-ended questions, presented by 16–19 –year-old international students, to find out what students want to learn about climate change. The study finds that students have a high level of consideration toward scientific, societal, and ethical aspects of climate change and that students' questions are multidisciplinary and complex in nature. Most important, the findings show that students ask questions on the same themes that researchers say should be addressed in multidisciplinary climate change education. Based on the findings, this article suggests that climate change education could be developed by adopting guided inquiry.  相似文献   

6.
Abstract

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, students described climate change as locally-relevant, alarming, and a concern that held increased personal importance to them. They also reported greater confidence in their understanding of the causes and consequences of climate change and indicated a stronger sense of both collective and personal responsibility to take action to address climate change challenges in their communities. The study adds to the existing body of literature that describes how making personally meaningful connections with climate change can inspire a sense of responsibility and agency among students.  相似文献   

7.
Abstract

Climate change as an instructional topic in K-12 schools is most frequently taught in the science classroom. However, it is a human issue requiring social as well as technological and scientific solutions. This study analyzes and evaluates a climate change curriculum implemented via an integrated social studies and language arts framework in a middle school classroom. The curriculum reflects collaboration between a private school, a climate education non-profit, and a government agency (NOAA). Following the first year of implementation, student surveys, teacher interviews, and classroom observations comprise the primary tools of data collection and evaluation. Based off these data, students demonstrate high levels of climate literacy, improvements in reading comprehension, and overall engagement with the topic. Teachers report successes and challenges of teaching the curriculum, and administrators offer opportunities for scaling and implementing the curriculum in other schools and contexts (including public schools). Findings from this study are relevant to climate change curriculum developers, researchers, and educators seeking to incorporate an interdisciplinary, socio-scientific approach to climate change education in their work.  相似文献   

8.
Abstract

Understanding climate change is becoming an urgent requirement for those in education. The normative values of education have long been closely aligned with the global, modernised world. The industrial model has underpinned the hidden and overt curriculum. Increasingly though, a new eco-centric orientation to economics, technology, and social organisation is beginning to shape up the post-carbon world. Unless education is up to date with the issues of climate change, the estate of education will be unable to meet its task of knowledge transfer. This article covers the basic science and ethical policy debates, and begins to outline the questions that will necessarily entangle education as we orientate ourselves to the new world that is upon us.  相似文献   

9.
Abstract

Despite heightened awareness about climate change, individuals remain rather indifferent to the issue. The reasons being that many public education programmes rely essentially on information dissemination and do not help individuals understand the given information. The authors believe that there is potential of environmental education for understanding and promoting pro-environmental behaviour. The proposed transformative education for climate change (TrEC) programme focuses on three elements (knowledge, skills and values) to help individuals understand environmental issues and to empower them to take pro-environmental action. This mixed method study was conducted in collaboration with various government agencies and 173 residents in a housing estate in Singapore. The findings suggest that with better understanding (knowledge) about the climate change issue, individuals can make informed decisions (attitude) and be encouraged to adopt pro-environmental behaviour (action).  相似文献   

10.
Abstract

In the last years we have observed a growing interest in the use of gamification approaches for climate change education. While most practices are related to digital gaming, there is a new trend which is still academically unexplored: escape rooms. The main objective of this paper is to serve as an initial exploratory study in this field by identifying and analysing climate change-related escape rooms. For that purpose we carried out a web search and a qualitative content analysis. A total of 17 initiatives are described and compared, unravelling their main audience, country of origin, topics, scenarios and objectives covered. The paper also highlights what escape rooms can offer to climate change education: experiential and immersive learning, problem solving and critical thinking skills, and a sense of collaboration and urgency.  相似文献   

11.
Abstract

Climate change presents societal and environmental challenges, as well as educational ones. Obstacles abound within teaching and learning climate change, related to its complex nature, the proliferation of misinformation, and its absence from many science curricula. Efforts have previously been made to study teacher content knowledge and beliefs on climate change with varying results. This study employed identity as a theoretical framework to examine aspects of climate change teaching. This study followed a reflexively iterative process that enabled the construction of a conceptual model for identity development. This model demonstrates multifaceted influences including personal, professional, and political elements, and the dynamism these elements exhibit over time. This conceptual model is best described via five trends: Personal Valuation of Nature; Experiences in Science Teaching and Learning; Teacher Instructional Support and Agency; Epistemic Evidence-based Instruction; and Civic and Social Awareness via Socioscientific Literacy. The presence and strength of enactment of each trend led to the development of four possible constructions of identity: Passionate Environmentalist, Student Interest Engager, Content First Educator, and Civic and Epistemic Skills Promoter. Most frequently teachers exhibited combinations of identities and often created a unique amalgam of multiple dimensions of identities in action.  相似文献   

12.
ABSTRACT

Climate change is one of the significant global challenges currently facing humanity. Even though its seriousness seems to be common knowledge among the public, the reaction of individuals to it has been slow and uncertain. Many studies assert that simply knowing about climate change is not enough to generate people’s behavioural response. They claim, indeed, that in some cases scientific literacy can even obstruct behavioural response instead. However, recent surveys show a rather poor understanding of climate dynamics and argue that lack of knowledge about causal relationships within climate dynamics can hinder behavioural response, since the individual is not able to understand his/her role as causal agent and therefore doesn’t know how to take proper action. This study starts from the hypothesis that scientific knowledge focused on clarifying climate dynamics can make people understand not only dynamics themselves, but also their interactive relationship with the environment. Teaching materials on climate change based on such considerations were designed and implemented in a course for secondary-school students with the aim of investigating whether this kind of knowledge had an influence on students’ willingness to adopt pro-environmental behaviours. Questionnaires were delivered for testing the effect of the teaching experience on knowledge and behaviour.  相似文献   

13.
Abstract

A large proportion of people in western societies do not believe in the concept of human-induced climate change (HICC), and oil-dependent economies might be expected to have more climate contrarian populations than others. Recent recessions in the Norwegian oil industry caused an influx of dismissed oil engineers into Norwegian science teacher education. With their background in the natural sciences and associations with the oil industry, this group of pre-service teachers might express mixed attitudes towards HICC and how to approach this subject while teaching. A survey of students attending a one-year course for qualifying people with a university degree in science as science teachers was conducted. Association with the oil industry covaries with climate skeptic thinking and reluctance towards teaching about HICC in these groups of students. This suggests that a green shift might create an influx of climate contrarian views into schools in oil-dependent economies.  相似文献   

14.
The inclusion of the climate change topic in the curriculum of school subjects in Singapore was pivotal, such that it positioned the discourse squarely in the structure of Singapore's education system. In an examination of the intersections and disjoints between state policies on climate change against the programmatic curriculum, results showed that there is no strong policy curriculum that mandates how climate change should be learned in Singapore, even though it is present in several school subjects. The topic is included in school subjects through the initiative of subject disciplinary specialists and middle managers of the education ministry. This exemplar has implications on how climate change education policy and practice can be shaped elsewhere.  相似文献   

15.
Abstract

The transition from centralized energy systems based on fossil fuels to renewable-based systems is a macro-level societal shift necessitated by climate change. This review of recent environmental education (EE) research identifies gaps and opportunities for promoting environmental action in this new context. We found that environmental educators and researchers are currently focused on researching and promoting energy conservation behavior with an emphasis on children and youth. We also found an emerging research focus on energy transitions at the regional and national levels. We recommend that environmental educators and researchers adopt a vision and strategy for climate change and energy education that more explicitly addresses the role of collective action, multiactor networks, and sociotechnical innovation in shaping energy transition processes.  相似文献   

16.
Abstract

Adaptation to climate change has become an imperative intricately linked to human existence and the planet’s wellbeing: if learning is not part of the adaptation process, it is doubtful the adaptation will be sustainable. In Zimbabwe, one initiative for promoting learning for adaptation is the establishment of the Eco-Schools Clubs (ESC), a concept based on the possibilities of intergenerational learning developed and widely adopted in the Global North. Based on an ethnographic study in a community struggling with food insecurity arising from unpredictable rainfall, this paper examines the context-dependency of ESCs’ affordances for intergenerational climate change learning. The study found that in contrast to reports from the Global North, the children in this study were not able to exercise agency to effect change in their families and communities. Using the analytical resources of Cultural-Historical Activity Theory, the study analyses the challenges of appropriating a model of learning from afar.  相似文献   

17.
Although many young people think climate change is an important societal issue, studies indicate that pessimism is quite common. Finding ways to instill hope could therefore be seen as vital. However, is hope positively related to engagement or is it only a sign of illusory optimism? The aim of the study was to explore if hope concerning climate change has a significant relation to pro-environmental behavior as well as an impact on behavior when controlling for already well-known predictors such as values, social influence, knowledge, and gender. Two questionnaire studies were performed, one with a group of Swedish teenagers (n?=?723) and one with a group of Swedish young adults (n?=?381). ‘Constructive’ hope had a unique positive influence on pro-environmental behavior. Hope based on denial, however, was negatively correlated with pro-environmental behavior in the two samples and was a significant negative predictor in the teenage group. The conclusion is that hope is not only a pleasant feeling but could also work as a motivational force, if one controls for denial. Implications for education concerning sustainable development are discussed.  相似文献   

18.
Abstract

This article examines the challenges and possibilities for UK policy learning in relation to upper secondary education (USE) across England, Scotland, Wales and Northern Ireland (NI) within current national and global policy contexts. Drawing on a range of international literature, the article explores the concepts of ‘restrictive’ and ‘expansive’ policy learning and develops a framework of dimensions for examining what is taking place across the UK at a time of change for all four national USE systems. From an examination of recent national policy literatures and interviews with key policy actors within the ‘UK laboratory’, we found that the conditions for expansive policy learning had markedly deteriorated due to ‘accelerating divergence’ between the three smaller countries and a dominant England that has been pursuing an ‘extreme Anglo Saxon education model’. The article also notes that some aspects of policy learning continue to take place ‘beneath the radar’ between UK and wide civil society organisations. This activity is more prevalent across the three smaller countries although each, to differing degrees, is still constrained by its position in relation to the UK as a whole.  相似文献   

19.
Abstract

The blending of entertainment and education is often used as a mechanism for communicating science to the general public. Key to dissemination of scientific information is cognitive engagement of the audience with the content. The authors describe a study investigating the relationship between entertaining videos and cognitive engagement of the viewer on a topic associated with climate change. Two identical videos discussing the science of climate change were created, with one video containing additional content that was entertaining and based on popular cultural references. Viewers completed an online survey (n?=?472) and the data demonstrated that there was no direct link between presentation of the climate change information in an entertaining video and an individual’s level of cognitive engagement with the content. Further, that an indirect link was identified so that perceived entertainment increased cognitive engagement. These findings may be useful for communicators of environmental issues, especially with consideration of the development of the field of edutainment.  相似文献   

20.
Abstract

During the years of political violence in Northern Ireland many looked to schools to contribute to reconciliation. A variety of interventions were attempted throughout those years, but there was little evidence that any had produced systemic change. The peace process provided an opportunity for renewed efforts. This paper outlines the experience of a series of projects on 'shared education', or the establishment of collaborative networks of Protestant, Catholic and integrated schools in which teachers and pupils moved between schools to take classes and share experiences. The paper outlines the genesis of the idea and the research which helped inform the shape of the shared education project. The paper also outlines the corpus of research which has examined various aspects of shared education practice and lays out the emergent model which is helping to inform current government practice in Northern Ireland, and is being adopted in other jurisdictions. The paper concludes by looking at the prospects for real transformation of education in Northern Ireland.  相似文献   

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