Teachers’ Learning about Climate Change Education

Abstract

Climate change education occupies a major node in school education. It is cross-disciplinary and therefore can be a subject challenge for many teachers; its knowledge claims are based on modelling from uncertain and partial data that challenge traditional views of what a science is; its breadth encompasses subject content knowledge, attitudes to the environment, and commitment to action, a complex set of interactions in comparison with most themes; its strong links to personal and communal action, often political, may make development of climate change education in conventional classrooms controversial; characterization of learning is multi-faceted and often beyond the skills sets of many teachers. The research question was: what are the features of climate change education that promote engaging teaching and learning? It used a mixed-methods approach drawing on a variety of written evidence and observations of teacher education sessions. Validation was provided by using perspectives from two researchers in the analysis. This paper draws on evidence from a European Network (Changing with the Climate) and its activities with schools across nations, an exercise with future science teachers about the place of Climate Change Education in the Curriculum in comparison with a published study in Florida and Puerto Rico, and responses to a Manual for Teachers using innovative pedagogy during trials in French and English Schools, and with their teachers. The outcomes were quite mixed, with much positive engagement by established and future teachers in three of the six countries, but highly successful learning when adopted. Using the data from the research on the nature of climate change education in the UK and Florida, the differences can be accounted for by the participants' views about teaching in general, and about climate science as a science.

The role of climate change education on individual lifetime carbon emissions

“…A growing base of literature is developing around climate change education as national standards move towards inclusion of this subject in the core curriculum [21], and educators negotiate the teaching of this sometimes 'controversial' subject (e.g., [22]; [23]; [24]). While there are similarities to the teaching of other environmental topics, climate change includes some unique education challenges that make teaching this topic especially difficult [25]; [26]; [27]. The science is highly complex and spans various areas in the natural and physical sciences, and yet the implications of our changing climate and the role of human activities make this scientific topic both a social and a political issue.…”

Pre-service teachers’ inclusion of climate change education

“…Students need to be acquainted with the concept of climate change, causes, effects and mitigation/adaptation strategies for that the teaching could help in disseminating the learned information to other members of the society [11], [12]. Also, the curriculum should ensure a proper way of integration in a particular environmental issue [13], [14]. The researcher believes that UNC's curriculum provides multitude of option on how to address this issue.…”

Evaluating Knowledge, Attitudes and Practices of Livestock Value Chain Actors on Climate Smart Agriculture/Livestock (CSA/L) in Kajiado County, Kenya

“…Knowledge of all the aspects of the value chain is key in adopting CSA (technologies, innovations and management practices) TIMPs [37], the concept of the value chain can act as an entry point to knowledge on climate change, related concepts, CSA and CSA TIMPS. Furthermore, knowledge encourages changes in attitudes and behavior and helps actors adapt to the climate changerelated trends as a strategy in building resilience for sustainable futures [27][28][29].…”

“…Climate change education helps individuals comprehend and address the impact of global warming. Furthermore, it encourages changes in their attitudes and behavior and helps them adapt to the climate change-related trends as a strategy in building resilience for sustainable futures [27][28][29].…”