What Is Climate Change Education?

Stevenson, Robert B.; Nicholls, Jennifer; Whitehouse, Hilary

doi:10.1007/s41297-017-0015-9

Cited by 154 publications

(120 citation statements)

References 22 publications

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“…Yet, current climate change education still tends to focus on scientific knowledge [8,46]. However, educators must rethink climate change mitigation and adaptation in ways that are not purely technical but also socially transformative [47].…”

Section: Applied Democracy For Young Adults In-school and Out-of-schoolmentioning

confidence: 99%

“…Given the socio-scientific nature of climate change, CCE demands learning approaches that are inquiry-based and participatory in supporting learners to develop competencies that are transferable to new, uncertain situations [51]. This is best addressed through approaches that fully allow students to explore the nature of the problem themselves while permitting them to discuss and debate collectively about appropriate pathways forward and to take positive actions [8]. Here, a self-guided, inquiry approach is considered as particularly appropriate [52] for preparing students for democratic participation in-school and out-of-school [53].…”

Section: Applied Democracy For Young Adults In-school and Out-of-schoolmentioning

confidence: 99%

“…However, focusing particularly on the knowledge-awareness-action gaps [4,5], designing effective CCE-learning settings is not about a sheer transfer of knowledge far off from students personal interests, and often coined by teacher-centered educational styles [6,7]. However, traditional learning approaches are still dominant, which is also true for CCE [8]. Yet the complex social and ecological dimensions deriving from changing climate conditions call for a vigorous and innovative educational approach [9,10].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Bridging the Action Gap by Democratizing Climate Change Education—The Case of k.i.d.Z.21 in the Context of Fridays for Future

et al. 2020

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Formal schooling frequently lacks both democratic learning culture and effective climate change education (CCE). This study analyzes the effects of the participatory CCE initiative k.i.d.Z.21 and the impacts of the current Fridays For Future (FFF) climate protests on teenagers’ climate change awareness. The mixed-methods approach comprises online pre-and post-tests, and personal interviews with selected students. k.i.d.Z.21 follows moderate constructivist, inquiry-based learning approaches and addresses 14-year old students from secondary schools in Austria and southern Germany. Considering the effectiveness of the CCE intervention of school year 2018/2019 (N = 169), quantitative findings reveal an increased mean of major components of climate change awareness, including climate-friendly behavior. When separating participants and non-participants in Fridays For Future, personal concern and refusing meat have both increased significantly only among protest participants. A closer examination of this group identifies an enhanced feeling of self-efficacy that might be triggered by perceived collective efficacy. Besides, more climate-friendly consumption behavior, as well as enhanced multiplicative action, are detected. The interviewed students also clearly assigned increased action-related components of climate change awareness to the attendance of FFF. From the findings, we conclude that democratic learning in and out of school can enhance action-related components of climate change awareness, and a combination of both can have an even stronger effect.

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Section: Applied Democracy For Young Adults In-school and Out-of-schoolmentioning

confidence: 99%

Section: Applied Democracy For Young Adults In-school and Out-of-schoolmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Bridging the Action Gap by Democratizing Climate Change Education—The Case of k.i.d.Z.21 in the Context of Fridays for Future

et al. 2020

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“…A efecto de superar algunas de las limitaciones del currículo, se pueden aprovechar las redes intra e intercomunitarias con visiones y propósitos compartidos (Snyder et al, 2014; Collins e Ison, 2009). La propia complejidad del fenómeno y la incertidumbre de las formas de respuesta requieren de currículos y pedagogías que permitan a los estudiantes explorar la naturaleza del problema, debatir sobre las vías apropiadas para avanzar y tomar decisiones positivas (Stevenson et al, 2017).…”

Section: Propuestas Para Propiciar Una Educación Para El Cambio Climáunclassified

Educación para el cambio climático: ¿educar sobre el clima o para el cambio?

Gaudiano¹,

Cartea²

2020

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El cambio climático constituye el desafío más importante de la humanidad para el presente siglo. Se trata de un complejo fenómeno resultante del proceso civilizatorio en boga que desestabilizará aún más los ciclos y dinámicas naturales y sociales de todo el globo. Por ello, desconcierta la apatía que las ciencias sociales y la educación han manifestado y manifiestan sobre este problema en la trayectoria actual hacia un colapso generalizado. En el artículo se analizan críticamente las dos vertientes fundamentales de respuesta que se formulan con finalidades educativas en esta materia. Discutimos sus alcances y limitaciones, y revisamos posibilidades más fecundas en términos de eficacia colectiva, con el propósito de fortalecer la capacidad y la disposición de las personas y las comunidades de lograr cambios significativos apremiantes, que contribuyan a evitar los peores escenarios posibles de la crisis climática.Climate change constitutes humanity's most important challenge for this century. It is a complex phenomenon resulting from the prevailing civilizing process which will further destabilize global natural and social cycles. Therefore, the apathy which the social sciences and education have displayed, and continue to display, on the issue along our current trajectory toward generalized collapse is disconcerting. The article offers a critical analysis of the two fundamental lines of response on the subject formulated for educational purposes. We discuss their scope and limitations, and examine more fertile possibilities in terms of collective effectiveness, with the aim of strengthening the capacity and willingness of people and communities to effect urgent significant changes which help to avoid the worst possible scenarios of the climate crisis.

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“…Taking into account that climate change is a life or death concern for Seychelles, the Seychelles National Climate Change Response Strategy recommends education about climate change in all levels of the education system with the intention of developing people with the capacity to initiate appropriate action on climate change impacts [18]. However, this kind of education requires teachers who are climate change science literate, so that they can provide appropriate information to learners [19][20][21][22]. Against this backdrop it is pertinent to investigate the level of climate change science literacy among teachers in Seychelles in order to determine the possibility of sustaining the Blue Economy in this era of visible impacts of climate change on the oceans.…”

Section: Introductionmentioning

confidence: 99%

The Level of Climate Change Science Literacy among Teachers in Seychelles: Implications for the Blue Economy

Anyanwu

2019

Asian J. Interdiscip. Res.

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Climate change poses a serious threat to the ocean on which the Seychelles economy depends for resources and services. To address this concern, the Seychelles National Climate Change Response Strategy recommends education about climate change in all levels of the education system to nurture young people with the capacity to address climate change impacts. This quantitative, descriptive, cross-sectional survey measures the level of climate change science literacy among teachers in Seychelles on a five-point summated scale (Extremely Low, Low, Medium, High, and Extremely High). Data was collected with a 15-item Climate Change Science Literacy Questionnaire (CCSLQ) from 572 participants representing 42.62% of the population of teachers in public schools at the time of the survey. Ethical considerations relating to access, informed consent, anonymity, and confidentiality were fulfilled. Collected data was analysed statistically with descriptive techniques (percentage, means, standard error of measurement and confidence interval) and inferential technique with the Fisher’s Exact Chi-Square test. Statistical operation was performed with the Statistical Package for the Social Science (SPSS). Results indicate that the majority of the participants (37.4%, n=214) have medium literacy regarding climate change science with misconceptions on all three domains of climate change science: causes, impacts, and solutions. Educational interventions to enhance teachers’ knowledge and understanding of climate change are recommended; otherwise the teachers will transfer inaccurate concepts to the learners. Without young Seychellois with the capacity to take action on climate change, it may be wearisome for Seychelles to achieve a smooth transition to a blue economy.

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What Is Climate Change Education?

Cited by 154 publications

References 22 publications

Bridging the Action Gap by Democratizing Climate Change Education—The Case of k.i.d.Z.21 in the Context of Fridays for Future

Bridging the Action Gap by Democratizing Climate Change Education—The Case of k.i.d.Z.21 in the Context of Fridays for Future

Educación para el cambio climático: ¿educar sobre el clima o para el cambio?

The Level of Climate Change Science Literacy among Teachers in Seychelles: Implications for the Blue Economy

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