The building of knowledge, language, and decision-making about climate change science: a cross-national program for secondary students (original) (raw)
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Global efforts to prepare young developing minds for solving current and future challenges of climate change have advocated interdisciplinary, issues-based instructional approaches in order to transform traditional models of science education as delivering conceptual facts (UNESCO, 2014). This study is an exploration of the online interactions in an international social network of high school students residing in Norway, China, New Zealand and the United States (N=141). Students participated in classroom-based and asynchronous online discussions about adapted versions of seminal scientific studies with facilitative support from seven scientists across various fields. Grounded in a language-in-use frame for investigating facilitation and demonstrations of problem-based and evidence-based reasoning (Kelly & Chen, 1999), we traced the varied questions, assertions, and evidentiary sources within student-led online discussions. We found that questions from scientific experts in the form ...
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A GOOD PRACTICES GUIDELINE HANDBOOK FOR CLIMATE CHANGE EDUCATION
Preface As the effects of climate change become increasingly evident, the role of education in fostering climate action is paramount. According to UNESCO, "Education is crucial to promote climate action. It helps people understand and address the impacts of the climate crisis, empowering them wit..., 2024
Preface As the effects of climate change become increasingly evident, the role of education in fostering climate action is paramount. According to UNESCO, "Education is crucial to promote climate action. It helps people understand and address the impacts of the climate crisis, empowering them with the knowledge, skills, values, and attitudes needed to act as agents of change." Educators have the unique responsibility of instilling in young minds the awareness and capabilities to respond proactively to global environmental challenges, making a teacher’s role indispensable in building a resilient and informed society. In this regard, the ClimaTePD project stands as an essential initiative designed to empower in-service secondary teachers. By focusing on developing their digital literacy and climate change teaching skills, this project equips educators to pass on the knowledge and values needed to inspire students toward environmental responsibility. As teachers gain the tools to incorporate climate change concepts into their curricula, they also enable students to critically engage with the reality of this global threat and take meaningful action in their communities. This handbook embodies a dual journey: it intertwines the longstanding cultural heritage symbolized by the hanbok with the modern imperative of environmental stewardship. Each chapter serves as a bridge between tradition and innovation, blending timeless values with forward-thinking educational practices to enhance climate literacy. It is designed to serve as both a resource and a guiding framework, supporting teachers as they lead students through the complex landscape of climate change with creativity and critical thinking. Drawing on comprehensive research and insightful contributions, this handbook explores the multifaceted nature of climate change education. The ClimaTePD programme has laid a strong foundation, and this handbook builds upon it by offering practical approaches and interdisciplinary competencies aimed at sustainable development. Chapters provide step-by-step guidance on implementing climate education in classrooms, complemented by innovative learning experience designs. Teachers are equipped not only with the knowledge to educate but also with the skills to foster a sense of community and shared responsibility among students, amplifying collective responses to climate challenges. As technology continues to shape the educational landscape, this handbook dedicates special focus to digital solutions that can make climate change education more accessible and engaging. Chapter 1: Climate Change Education and the ClimaTePD Programme sets the stage by discussing the significance of climate change education within the framework of the ClimaTePD initiative. In Chapter 2: Climate Change Education for Sustainable Development – Competences and Interdisciplinarity, the focus shifts to the essential competencies and interdisciplinary approaches needed to foster sustainable development through education. Chapter 3: Practical Steps to Implement Climate Change Education in Class and Learning Experience Design: Inquiry-Based Learning, Gamification, and Digital Tools provides practical guidance for educators to create engaging learning experiences. Following this, Chapter 4: Teachers’ Community Building Skills: Bringing Together Stakeholders for Climate Change Education highlights the importance of collaboration among educators, students, and the community to enhance the impact of climate education. Chapter 5: Building an E-learning Platform for Teachers explores how digital platforms can support teachers in delivering climate change education effectively. In Chapter 6: Implementing Design Thinking Process for Climate Change Education, we delve into innovative strategies that empower educators to think creatively about their teaching practices. The handbook continues with chapters that delve deeper into essential aspects of climate literacy and activism. Chapter 7: Global Climate Change Disaster Literacy provides insights on preparing students to understand and respond to climate-related risks, fostering resilience in the face of natural disasters. Chapter 8: Climate Activism in the Context of Climate Change and Its Reflections on Education explores the role of activism, offering educators strategies to empower students as advocates for environmental stewardship. Finally, Chapter 9: Examples of Climate Change-Based Activities in the Context of Dimensions of Science and Technology Literacy presents hands-on activities that bring scientific and technological principles to life, allowing students to engage with climate change through experiments, simulations, and digital tools. The pages that follow invite you to delve into the intersection of tradition and progress, where cultural symbols like the hanbok coexist with a forward-looking approach to environmental consciousness. Through innovative approaches such as Inquiry-Based Learning (IBL), Gamification, and Digital Teaching Methods, this handbook illuminates the path to fostering a new generation of climate-conscious citizens. Together, let us embark on this journey toward a more sustainable and harmonious future, where education serves as the cornerstone of meaningful, lasting climate action.
Climate Literacy and Innovations in Climate Change Education
Climate Change Management, 2018
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2020
TALKS: 19.1 Bättig-Frey P., Jäger M.U.: Using impact orientation for effective climate communication 19.2 Breitenmoser P., Keller-Schneider M.: Why prospective elementary school teachers (don’t) intend to teach Climate Change? 19.3 Chatterjee S., Suess S., Sobecka K., Allen J., Brönnimann S.: Visualizing climate science: the poster between science and politics 19.4 Colberg C.: Climate Scenarios for Switzerland CH2018 as a starting point for knowledge-based learning experiences in teacher training 19.5 Cologna V., Kreissel A.L., Siegrist M.: Techno-optimism as a moral hazard and its implications for climate-friendly behaviour 19.6 Fritz L., Brenner-Fliesser M., Schneeberger A., Seebauer S.: Youth and Behavioural Spillover: Fundamentals, Competencies and Learning Programme for Lowering the Personal Carbon Footprint 19.7 Gubler M., Brügger A., Probst M., Eyer M.: About the effectiveness of localized climate change education: Insights from an intervention study 19.8 Mahl D., Hase V., Sc...