Climate Education: Empowering Today's Youth to Meet Tomorrow's Challenges

Schreiner, Camilla; Henriksen, Ellen Karoline; Hansen, Pål J. Kirkeby

doi:10.1080/03057260508560213

Cited by 147 publications

(160 citation statements)

References 48 publications

Supporting

Mentioning

145

Contrasting

Unclassified

Order By: Relevance

“…An overview of the results of a series of studies (Schreiner, et al, 2005) shows that CO 2 is most often the only greenhouse gas pupils know about or could name. Carbon dioxide is responsible for only 21% of the greenhouse effect.…”

Section: Results and Discussion Responses To The Right Greenhouse Efmentioning

confidence: 99%

“…These common misunderstandings were used to construct the distractor statements. The exchange or confusion of the greenhouse effect for the effects of the ozone layer is still problems in the media, and the public and political debate (Schreiner, et al, 2005 (Hansen 1989;1996, pp. 102-103) all having M74 as curriculum.…”

Section: Methodsologymentioning

confidence: 99%

“…Three represented common misunderstandings in 1989 connected to the effects of the ozone layer. They are still common in 2005 (Schreiner, et al, 2005). The high response on CFC gas in spray cans and refrigerators may destroy the greenhouse effect is perhaps an example of Stanisstreet, & Boyes's (1996, pp.…”

Section: [Insert Table 2 About Here]mentioning

confidence: 99%

“…Pupils and students" confusion between the climate issue and the ozone issue (as well as other environmental issues like radioactive pollution or acid rain) has also been described by other researchers for almost two decades, for a variety of age groups and nationalities ((* mark Norwegians tests) Andersson, 2000;Andersson, et al, 2000;Batterham, Stanisstreet, & Boyes, 1996;Boyes, Chuckran, & Stanisstreet, 1993;Boyes, Stanisstreet, & Papantoniou, 1999;Christidou, & Kouladis, 1996;Cordero, 1999Cordero, , 2001Daniel, Stanisstreet, & Boyes, 2004;Fisher 1996Fisher (chap. 5), 1998aFrancis, Boyes, Qualters, & Stanisstreet, 1993;Gautier, Deutsch, & Rebich, 2006;Hansen, 1993*;Henriksen, 1998*;Henriksen, & Jorde*, 2001;Jeffries, Stanisstreet, & Boyes, 2001;Kerans, & Carlson, 2003;Kerr, & Walz, 2007;Koulaidis, et al, 1999;Lee, Lester, Ma, & Jean-Baptiste, 2007;van Marion, 1989*;Mason, & Santi, 1998;Meadows, & Wiesenmayer, 1999;Mikkelsen, 1996*;Moran, & Morgan, 1993;Morgan, & Moran, 1995;Potts, Stanisstreet, & Boyes, 1996;Rye, Rubba, & Wiesenmayer, 1997;Schreiner, Henriksen, & Hansen, 2005;Turmo, 2003).…”

mentioning

confidence: 99%

See 3 more Smart Citations

Knowledge about the Greenhouse Effect and the Effects of the Ozone Layer among Norwegian Pupils Finishing Compulsory Education in 1989, 1993, and 2005—What Now?

Hansen

2009

International Journal of Science Education

View full text Add to dashboard Cite

Knowledge about the greenhouse effect and the effects of the ozone layer among Norwegian pupils finishing compulsory education in 1989, 1993 and 2005 -What now? AbstractThe greenhouse effect and the effects of the ozone layer have been in the media and public focus for more than two decades. During the same period, Norwegian compulsory schools have had four national curricula. The two last-mentioned prescribes explicitly the two topics. Media and public discourse might have been sources of information causing informal learning among pupils. The point of departure for this questionnaire based examination of the development of pupils" knowledge about the greenhouse effect and the effects of the ozone layer from 1989 to 2005 is the changing curricula and formal and informal learning. In 2005 the trends seem to be that more pupils confuse the greenhouse effect with the effects of the ozone layer. At the same time, specific knowledge about the greenhouse effect is improving. This article will discuss some possible causes for these trends, and give some recommendations for teaching the topics in accordance with the last national curriculum implemented in 2006.

show abstract

Section: Results and Discussion Responses To The Right Greenhouse Efmentioning

confidence: 99%

Section: Methodsologymentioning

confidence: 99%

Section: [Insert Table 2 About Here]mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Knowledge about the Greenhouse Effect and the Effects of the Ozone Layer among Norwegian Pupils Finishing Compulsory Education in 1989, 1993, and 2005—What Now?

Hansen

2009

International Journal of Science Education

View full text Add to dashboard Cite

show abstract

“…Learning to learn can be considered a foundation for dealing with complex and dynamic environmental changes. Indeed, environmental education and sustainability education at earlier levels can create the groundwork for the development of complex, systemic thinking and generating ecological citizenship (Schreiner et al, 2005).…”

Section: Address the Primary And Secondary Education Systems Tomentioning

confidence: 99%

You say you want a revolution? Transforming education and capacity building in response to global change

O’Brien

Reams

Caspari³

et al. 2013

Environmental Science & Policy

107

View full text Add to dashboard Cite

This paper considers the changes in education and capacity building that are needed in response to environmental and social challenges of the 21 st Century. We argue that such changes will require more than adjustments in current educational systems, research funding strategies, and interdisciplinary collaborations. Instead, it calls for a deeper questioning of the assumptions and beliefs that frame both problems and solutions. We first discuss the challenges of transforming education and capacity building within five key arenas such as interdisciplinary research, the primary, secondary and tertiary education systems, researchers from the developing world, and the public at large and politicians. Our starting point is that any type of revolution that is proposed in response to global change is likely to reflect the educational perspectives and paradigms of those calling for the revolution. We differentiate between a circular revolution (as in the "plan-do-check-act cycle" often used in change management) versus an axial revolution (moving to a different way of thinking about the issues), arguing that the latter is a more appropriate response to the complex transdisciplinary challenges posed by global environmental change. We present some potential tools to promote an axial revolution, and consider the limits to this approach. We conclude that rather than promoting one large and ideologically homogenous revolution in education and capacity building, there is a need for a revolution in the way that leaders working with education and capacity building look at systems and processes of change. From this perspective, transformative learning may not only be desirable, but critical in responding to the challenges posed by global environmental change.

show abstract

Environmental knowledge gap: The discrepancy between perceptual and actual impact of pro‐environmental behaviors among university students

Tofighi

Jackson

2020

Journal of Public Affairs

View full text Add to dashboard Cite

This empirical research investigates the discrepancy between the environmental attitudes and actual impact of pro‐environmental behaviors. Survey results of 280 undergraduate students, from a large public university in the United States, show that there is a knowledge gap between the perceived environmental impact and actual impact on high‐impact and low‐impact pro‐environmental behaviors. However, this discrepancy between the perceived and actual impact tends to be smaller in other resource‐related perceptions (i.e., perceived difficulty, effort, and time and money). Some demographic and socioeconomic factors (i.e., gender, income, household size, and ethnicity) show significant effects on the individuals' attitudes toward environmental actions.

show abstract

Climate Education: Empowering Today's Youth to Meet Tomorrow's Challenges

Cited by 147 publications

References 48 publications

Knowledge about the Greenhouse Effect and the Effects of the Ozone Layer among Norwegian Pupils Finishing Compulsory Education in 1989, 1993, and 2005—What Now?

Knowledge about the Greenhouse Effect and the Effects of the Ozone Layer among Norwegian Pupils Finishing Compulsory Education in 1989, 1993, and 2005—What Now?

You say you want a revolution? Transforming education and capacity building in response to global change

Environmental knowledge gap: The discrepancy between perceptual and actual impact of pro‐environmental behaviors among university students

Contact Info

Product

Resources

About