Climate Change Education Challenges from Two Different Perspectives of Change Agents: Perceptions of School Students and Pre-Service Teachers

Winter, Veronika; Kranz, Johanna; Möller, Andrea

doi:10.3390/su14106081

Cited by 10 publications

(8 citation statements)

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“…In addition, individual actions must also change. In regard to this important agenda, researchers worldwide highlight the great potential of the education sector to play an active role in fostering a just climate transition ( Anderson, 2012 ; Lutz et al, 2014 ; Reimers, 2021 ; Winter et al, 2022 ). Otto I. M. et al (2020) even identified the education system as a “social tipping element” within the “climate tipping elements,” indicating the prominent role of education in helping to activate social dynamics that can stabilize the earth’s climate by 2050 ( Otto I. M. et al, 2020 ; Winter et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

“…In regard to this important agenda, researchers worldwide highlight the great potential of the education sector to play an active role in fostering a just climate transition ( Anderson, 2012 ; Lutz et al, 2014 ; Reimers, 2021 ; Winter et al, 2022 ). Otto I. M. et al (2020) even identified the education system as a “social tipping element” within the “climate tipping elements,” indicating the prominent role of education in helping to activate social dynamics that can stabilize the earth’s climate by 2050 ( Otto I. M. et al, 2020 ; Winter et al, 2022 ). Here, Education for Sustainable Development (ESD) can respond to the urgent and dramatic challenges the planet faces and offers learners of all ages the knowledge, skills, values and attitudes needed to promote sustainable development and pro-environmental action.…”

Section: Introductionmentioning

confidence: 99%

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Measuring adolescents’ level of interest in nature: a promising psychological factor facilitating nature protection

et al. 2023

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Studies indicate that young people are more prepared to engage in pro-environmental behavior if they are interested in nature and recognize it as worthy of protection. However, a reliable instrument to measure adolescents’ interest in nature is still lacking. Therefore, we developed a new metric, the Scale of Interest in Nature (SIN). It consists of 18 items, is based on Item-Response-Theory and was validated using the known group approach (N = 351 adolescents). Results indicate that adolescents’ interest in nature correlates positively with their connection with nature, their intention to preserve nature and engagement in pro-environmental activities in their free time. Bivariate Pearson correlations between the SIN and the Connectedness to Nature Scale (INS), as well as the Environmental Values model (2-MEV) demonstrated the scale’s construct validity. Hence, the SIN scale provides an economical way to measure adolescents’ interest in nature in research contexts or environmental and sustainability education settings.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Measuring adolescents’ level of interest in nature: a promising psychological factor facilitating nature protection

et al. 2023

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“…Winter et al [54] conducted a parallel study in Austria with students and pre-service teachers. Both groups reportedly argued that their studies on climate change were superficial and inadequate, and they did not feel prepared to make appropriate decisions and take appropriate measures to 'change' the current situation, despite having the will to do so.…”

Section: Other European Countriesmentioning

confidence: 99%

Climate Change Education and Preparedness of Future Teachers—A Review: The Case of Greece

Moshou

Drinia

2023

Sustainability

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Climate change is a global issue with implications at many levels. Mitigation and adaptation to its growing impacts are of paramount importance for human livelihoods. Shaping beliefs, attitudes, and values is important in this respect. This shaping takes place mainly during the sensitive childhood years, so the orientation in primary education is particularly targeted. Our overall goal is to lay the foundations for a decent education on climate change that can lead to the desired results. On this basis, the first thing to be considered is the information that will be provided to students by their teachers. The beliefs that are held by primary school teachers in relation to climate change are an important issue for the proper performance of their work. Previous surveys of teachers have had disappointing results. In this paper, an attempt is made to review the research that has been conducted in relation to the knowledge, beliefs, and attitudes of future primary school teachers (either during their studies or during their internship and pre-service training). Emphasis is placed on the case of Greece. Our aim is to highlight the existing research in Greece, by comparing and contrasting data from other countries. Climate change is a very complex issue, and addressing it requires clearly defined actions. Is it possible to achieve the result we need by adding another competence to the already complex role of the teacher? As this review reveals, the little research on the readiness of future teachers suggests that they are not qualified to teach about climate change. It remains to be investigated whether it would be preferable to entrust this responsibility to individuals who have a fuller and more comprehensive understanding and education towards the issue of climate change.

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“…wie der Klimawandel, der aktuell vorrangig in Geographie und den naturwissenschaftlichen Fächern thematisiert wird (Siegmund et al, 2021), noch stärker transdisziplinär behan delt werden. Um Lehrkräfte mit dem nötigen fachdidaktischen Wissen auszustatten, um das Thema des Klima wandels in verschiedenen Disziplinen zu unterrichten, sollten diese Themen auch verstärkt in der Lehrkräftebildung verankert werden (Winter et al, 2022). Mit der Stärkung sowohl der Lehrkräfte als auch der Jugendlichen als Change Agents kann die Klimawandelbildung in ihrer Rolle als "soziales Kippelement" (Otto et al, 2020) einen wichtigen Beitrag hin zu der Transformation leisten, die angesichts der drängenden Klimakrise notwendig ist.…”

Section: Zusammenfassung Und Diskussionunclassified

Klimabewusstsein Fünfzehnjähriger in Deutschland. Vom Wissen und Können übers Wollen und Zutrauen zum Tun

Diedrich¹,

Mang²,

Patzl³

et al. 2022

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Klimawandel und globale Erwärmung gehören zu den drängendsten Problemen der Menschheit. Daher ist es wichtig, dass Menschen über diese Themen informiert sind, eine Veränderung erzielen wollen und aktiv werden – sprich Klimabewusstsein zeigen. In der PISA-Studie 2018 wurde das Klimabewusstsein Fünfzehnjähriger anhand folgender Faktoren erfasst: das Wissen (umweltbezogene Informiertheit), das Können (naturwissenschaftliche Kompetenz), das Zutrauen (umweltbezogene Selbstwirksamkeit), das Wollen (umweltbezogene Werthaltungen) und das Tun (umweltbezogene Aktionen). Zudem wurden die Eltern der Fünfzehnjährigen zu ihrer eigenen umweltbezogenen Informiertheit und entsprechenden Aktionen befragt. Im schulischen Umfeld wurde die Behandlung des Klimawandels und der globalen Erwärmung im Lehrplan (Schulleitungen) sowie im Unterricht (Lehrkräfte) erhoben. In dieser Sonderauswertung der PISA-Studie 2018 wird der Leitfrage nachgegangen, welche Merkmale der Schüler*innen sowie Faktoren im elterlichen und schulischen Umfeld damit zusammenhängen, ob Jugendliche umweltbezogene Aktionen ausführen. Nach dem Vergleich der Ausprägung der Faktoren des Klimabewusstseins Jugendlicher in Deutschland mit ausgewählten OECD-Staaten werden die Unterschiede zwischen den Schularten in Deutschland in den Blick genommen. Den Schwerpunkt der Studie bildet eine Analyse der relativen Einflüsse bestimmter Merkmale des elterlichen sowie des schulischen Umfelds auf die umweltbezogenen Aktionen der Jugendlichen. Abschließend werden Ansatzpunkte für die Förderung klimafreundlicher Handlungen bei Jugendlichen diskutiert.

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Climate Change Education Challenges from Two Different Perspectives of Change Agents: Perceptions of School Students and Pre-Service Teachers

Cited by 10 publications

References 58 publications

Measuring adolescents’ level of interest in nature: a promising psychological factor facilitating nature protection

Measuring adolescents’ level of interest in nature: a promising psychological factor facilitating nature protection

Climate Change Education and Preparedness of Future Teachers—A Review: The Case of Greece

Klimabewusstsein Fünfzehnjähriger in Deutschland. Vom Wissen und Können übers Wollen und Zutrauen zum Tun

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