Fundamental Climate Literacy and the Promise of the Next Generation Science Standards

Busch, K. C.; Roman, Diego

doi:10.4324/9781315629841-9

Cited by 11 publications

(5 citation statements)

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“…Forter 2001;Nisbet and Kotcher 2009;Gonzalez-Gaudiano and Meira-Cartea 2010;Hoffman 2011;Sterman 2011;Whitmarsh 2011;Kahan et al 2012), niche and common constructs and foci, such as climate literacy, climate justice, carbon footprints, human and more-than-human rights, communication frames, professional preparation and development, instructional designs and experiments, textbooks and materials, and adaptive designs for diverse participants (Rom an and Busch 2016; Siegner and Stapert 2019;Stapleton 2019;cf. Pruneau et al 2003;McCaffrey and Buhr 2008;Whitmarsh 2008;Maibach et al 2010;Akerlof, Bruff, and Witte 2011;Corner and Randall 2011;Hart 2011;Skamp, Boyes, and Stanisstreet 2013;Hestness et al 2014;Busch and Rom an 2017;Drewes, Henderson, and Mouza 2018;Meehan, Levy, and Collet-Gildard 2018), education policy development, and barriers and critique, when faced with climate change as a 'wicked problem', 'super wicked problem ', or 'hyperobject' (McKenzie 2019, Saari andMullen 2018;cf. Lorenzoni, Nicholson-Cole, and Whitmarsh 2007;Hamilton 2011;Morton 2013;Laessøe and Mochizuki 2015;Moyson, Scholten, and Weible 2017;UNFCCC 2018).…”

Section: Learning Objectives For Achieving the Sdgsmentioning

confidence: 99%

Climate change education and research: possibilities and potentials versus problems and perils?

Reid

2019

Environmental Education Research

163

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This article introduces key features to the background, themes and implications of three collections available in Environmental EducationResearch that focus on climate change education and research. The problems and perils of scholarship and inquiry in this area are highlighted by contrasting these with some of the possibilities and potentials from a broad range of studies published in this and related fields of study, for example, in understanding who is doing the teaching and learning in climate change education, and in identifying the conceptual, policy and economic drivers and barriers related to its uptake. Key points for debate and action are identified, including for so-called 'pyro-pedagogies' and 'practice architectures', and the various philosophical, political and phenomenal aspects of climate change education that are likely to affect its prospects, at this moment and into the immediate future. ARTICLE HISTORY

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Section: Learning Objectives For Achieving the Sdgsmentioning

confidence: 99%

Climate change education and research: possibilities and potentials versus problems and perils?

Reid

2019

Environmental Education Research

163

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“…Climate change education is therefore a subject that fits well within the ESD agenda. Busch (2017) Reflected in Table 11 is the relationship among levels of carbon footprint status, climate change mitigation awareness, and education for sustainable development perceptions. There was a significant relationship between levels of carbon footprint status and climate change mitigation awareness of principals with F-value = 0.146 at p-value = 0.034.…”

Section: Principals Who Live In Different Geographical Locations Can Update Themselves With What Is Happening In the Esd Through The Intementioning

confidence: 99%

Carbon Footprint Status, Climate Change Mitigation Awareness and Education for Sustainable Development Perceptions of School Principals in the Island of Panay: Bases for an Eco-school Toolkit

Jimlan¹

2021

JWEEP

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The study aimed to develop an eco-school toolkit based on the assessed levels of carbon footprint status, climate change mitigation awareness and education for sustainable development perceptions of principals in the Island of Panay for the School Year 2019-2020. The researcher employed mixed method research design: quantitative and qualitative approach. A survey was conducted to the randomly selected 210 samples using the researcher-made questionnaires, and two sessions of focus group discussions were conducted to the Philippine - Open Government Partnership (P-OGP), National Executive Coordinating Council (NECC) and international philanthropists. The Eco-School Toolkit was adopted from the 4Ds Training Cycle Map Process by Samuel Phil (2010). The data was statistically interpreted through frequency counts, percentage, mean, standard deviation, Analysis of Variance, Pearson correlation coefficient at 0.05 level of significance. The results shows that RPMS-PPST rating revealed that principals with “outstanding” and “very satisfactory” ratings consume maximum energy and living a “carbon-unfriendly lifestyle” resulting to an increase in the carbon footprint status. This may create negative impressions among teachers that “outstanding” or “very satisfactory” principals are not manifesting carbon friendly habits, attitudes, practices and cultures. On the other hand, geographical location, age, sexual orientation and RPMS PPST Rating will not affect climate change mitigation awareness of principals. Further, geographical location, age, sexual orientation and RPMS PPST Rating will not affect education for sustainable development perceptions of principals. Carbon footprint status is a significant indicator of education for sustainable development. Climate change mitigation awareness is a significant indicator of education for sustainable development. The school principals’ carbon footprint status influences their climate change mitigation awareness and the climate change mitigation awareness influences their education for sustainable development perceptions; and education for sustainable development perceptions influences their carbon footprint status. The interconnectedness, interrelationships and interrelatedness of carbon footprint status, climate change mitigation awareness and education for sustainable development perceptions may create ecological foundations for school principals to be eco-friendly leader, serving an eco-friendly school and promoting an eco-friendly community for an eco-friendly nation.

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“…Studies have shown that the rate of forest resources depletion is becoming worrisome in recent times, and this trend is on the increase on daily basis [23][24][25]. This could be traced to commercial logging, rotational bush fallowing, fuel wood exploitation, exploitation of non-timber forest products, increase in population, road construction and prescribed forest fire or bush burning, opening up of forest land for irrigation agriculture among others.…”

Section: Introductionmentioning

confidence: 99%

Impact of Gelatin, Clove Oil and Olive Oil on Storability and Blue Mold of Anna Apple Caused by Penicillium expansum Under Cold Storage Conditions

Shaaban¹,

Wafa²,

Mahmoud³

2022

JAC

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This experiment was carried out during the 2020 and 2021 seasons to evaluate the physiological and pathological effects of edible coating with gelatin 8%, clove oil 1%, and olive oil 1% separately, or gelatin incorporated with clove oil or olive oil, on maintaining quality and control blue mold development caused by Penicillium expansum on Anna apple fruits under cold storage conditions. In vitro, both oils were evaluated on linear growth of Penicillium expansum at concentrations ranging from 0.2 to 1%. Clove oil at 1% had a high efficacy at inhibiting the mycelial growth of Penicillium expansum with 77.8%. The results showed that all studied coating treatments were effective in controlling blue mold in Anna apple during cold storage for 4 weeks in artificial infection and 12 weeks in natural infection compared to control. Also, all coating treatments had a significant effect on delaying changes in fruit weight loss percentage, color values (L* and h°), hardness, respiration rate, TSS: acid ratio, total phenolic content (TPC), and activities of peroxidase (POD) and catalysis (CAT), especially coating by gelatin mixed with olive oil. Therefore, it could be recommended that coating Anna apple fruits by gelatin 8% mixed with (clove oil 1% or olive oil 1%) to improve their quality and storability during cold storage.

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Fundamental Climate Literacy and the Promise of the Next Generation Science Standards

Cited by 11 publications

References 0 publications

Climate change education and research: possibilities and potentials versus problems and perils?

Climate change education and research: possibilities and potentials versus problems and perils?

Carbon Footprint Status, Climate Change Mitigation Awareness and Education for Sustainable Development Perceptions of School Principals in the Island of Panay: Bases for an Eco-school Toolkit

Impact of Gelatin, Clove Oil and Olive Oil on Storability and Blue Mold of Anna Apple Caused by Penicillium expansum Under Cold Storage Conditions

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