The Energy Concept and its Relation to Climate Literacy

Mittenzwei, Dirk; Bruckermann, Till; Nordine, Jeffrey; Harms, Ute

doi:10.29333/ejmste/105637

Cited by 8 publications

(6 citation statements)

References 56 publications

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“…It defines one's ability to understand and interpret thoughts in an informed manner as pertains to a specific subject matter (Milér and Sládek, 2011). Climate literacy qualifies one's ability to understand anthropogenic impact on socio-ecological systems (SES) leading to climate change, and how climate change affects life on earth (Mittenzwei et al, 2019).…”

Section: Innovative Climate Literacy and Citizen Sciencementioning

confidence: 99%

Community adaptation strategies in Nairobi informal settlements: Lessons from Korogocho, Nairobi-Kenya

Muchiri

Opiyo

2022

Front. Sustain. Cities

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Informal settlements are often the hotspots of vulnerability as evidenced by the recurrent environmental and climate-related shocks and stressors. Despite this exposure and susceptibility, their role in spearheading disaster risk preparedness and response is often overlooked. This exploratory research profiles four local community initiatives for climate mitigation and adaptation within Korogocho informal settlement in Kenya. Findings from 10 purposefully sampled key informants and 30 stratified sampled residents across nine villages within the informal settlement demonstrated the impact of locally led initiatives in creating awareness and developing the absorptive, adaptive and transformative capacity of communities for climate resilience. The research findings elaborate on the outstanding performance of community derived initiatives, whilst putting emphasis on the need for active dialogue and collaboration between communities, policy makers and practitioners. Additionally, the climate agenda ought to be able to simultaneously promote environmental benefits and the socio-economic wellbeing of the people. This study accentuates the role of smart approaches to climate literacy based on existing community structures that leverage on local experiential knowledge. These include digital storytelling, comics, art, music, local radio stations, community opinion leaders and chief barazas. A key takeaway is the significant role of children in transformative climate resilience. This is facilitated by the fact that they may comprehend climate change implications better than adults augmenting the possibility of human behavioral change toward pro-environmental deeds1.

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Section: Innovative Climate Literacy and Citizen Sciencementioning

confidence: 99%

Community adaptation strategies in Nairobi informal settlements: Lessons from Korogocho, Nairobi-Kenya

Muchiri

Opiyo

2022

Front. Sustain. Cities

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“…A study which involved Chinese respondents both in the UK and China found that participants formed new habits like avoiding charging mobile phones at night and participating in green environmental public programmes, showing that they loved the environment and were concerned about solving the issue of climate change and its effects to the environment (Cotton et al, 2021). For example, they used the visual programming environment Scratch to have students create simulations in context of climate change with a focus on system and computational thinking (Mittenzwei et al, 2019).…”

Section: Related Programmes Trainings and Campaignsmentioning

confidence: 99%

A Systematic Literature Review on Citizen Awareness of Energy

Mohamad

Osman²

2022

MJSSH

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Education is the key to sustaining our natural resources. Thus, community awareness is extremely important in order to make changes and reduce climate change, specifically global warming, and to curb the increase of carbon dioxide emissions which have caused the greenhouse effect. Although there are various studies on public awareness of energy literacy, analytically reviewing works on this research topic has been challenging as scholars have yet to integrate the SLR review technique into the process. This article intends to perform a systematic literature review on how to increase the public’s knowledge of energy literacy. The systematic literature review method comprised five key procedures guided by the review protocol. The process involved formulating the research questions, identifying the searching and screening methods, deciding the inclusion and exclusion criteria, appraising content quality, and extracting data. The articles for review were retrieved from established databases, specifically Scopus and Web of Science (WoS). Thematic analysis of the articles discovered five main themes, which were (1) energy literacy; (2) renewable energy; (3) programmes, training, and campaigns; (4) fostering strong social relationships in teaching energy literacy; and (5) teaching techniques. These five themes were divided into 11 sub-themes. Findings from this systematic review will provide in-depth info to our community and specifically to educationalists, enabling them to develop more effective, efficient, and sustainable strategies that will shape future globally competent citizens in justifying and adapting energy literacy issues.

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“…In climate change education, strategies or learning methods that can influence the younger generation's behavior regarding climate issues are still being debated (Kolenatý et al, 2022). Mittenzwei et al (2019) assert that communities should be given the means to evaluate scientific evidence and comprehend the consequences of their actions, and this is especially vital for elementary and upper-level students, as they represent potential future leaders who must grasp and address the implications of climate change (Oliver & Adkins, 2020). Challenges related to the issue of climate change can be faced, one of which is by forming community climate literacy through education (Wu & Otsuka, 2021).…”

Section: Introductionmentioning

confidence: 99%

Improving Climate Literacy of High School Students through Physics Teaching Materials based on STEM

Hakim,

Efwinda,

Damayanti

et al. 2023

JPII

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Climate change is a problem that has received attention from various countries around the world. Climate change disrupts the balance of the ecosystem, which, if allowed to continue, can threaten the continuity of life on Earth. In education, addressing the challenges of learning about climate change can be done by selecting appropriate teaching materials. This study aims to examine Science, Technology, Engineering, and Mathematics (STEM) based physics teaching materials on climate change developed and designed to improve the climate literacy of high school students. The research uses the Analyze, Design, Development, Implementation, and Evaluation (ADDIE) Model. The teaching materials developed are then implemented in learning climate change in high school students. The research design was one group pretest-posttest with a sample of 37 high school students in Indonesia. The sampling technique used cluster random sampling. The instrument used was a test technique for the aspects of knowledge and action consisting of 30 multiple-choice questions and a questionnaire for the attitude aspect comprising 15 statements. The results show that the STEM-based physics teaching material on climate change improves the climate literacy of Indonesian high school students, with an average N-Gain score of 0.51 in the moderate category. Based on these results, it can be concluded that STEM-based teaching materials on climate change materials can be used to improve the climate literacy of high school students.

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The Energy Concept and its Relation to Climate Literacy

Cited by 8 publications

References 56 publications

Community adaptation strategies in Nairobi informal settlements: Lessons from Korogocho, Nairobi-Kenya

Community adaptation strategies in Nairobi informal settlements: Lessons from Korogocho, Nairobi-Kenya

A Systematic Literature Review on Citizen Awareness of Energy

Improving Climate Literacy of High School Students through Physics Teaching Materials based on STEM

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