Impact Of Secondary School Geography Content In Mitigating Climate Change In Uganda

Mwangu, Alex Ronald; Merab, Kagoda Alice; Byalusaago, Mugimu Christopher

doi:10.9790/2402-1107013543

Cited by 7 publications

(5 citation statements)

References 5 publications

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“…Climate Change Education becomes more effective when teachers use transformative teaching strategies in the lessons (UNESCO, 2020). The availability of CCE content alone may not imply that it is successfully taught to the learners because if teachers use inappropriate teaching strategies, learners cannot learn properly (Ronald et al, 2017). Some of the effective and recommended teaching strategies for CCE include: projects, fieldtrips, experiments, case study, action learning and whole school approach.…”

Section: Strategies In the Teaching Of Climate Change Education Contentmentioning

confidence: 99%

“…In the end, learners are not taught effectively because a teacher cannot effectively teach the content that he does not understand. Ronald et al (2017) argued that the existence of CCE content in the curriculum does not mean that it is successfully delivered to learners because there are other factors that can may hinder its implementation. These factors include limited knowledge of teachers on how to teach the CCE content.…”

Section: Introductionmentioning

confidence: 99%

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Teacher Preparedness and Strategies Used in Teaching of Climate Change Education in the Southern Region of Malawi

Wadson,

Mutale Mulenga,

Milupi

2024

EAJESS

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This study examined the preparedness of teachers and the strategies used in the teaching of Climate Change Education (CCE) in senior secondary schools in the Southern Region of Malawi. The mixed method convergent parallel design was employed as a scientific research methodology of examining this phenomenon. Data was collected from 422 participants consisting of 416 senior secondary school teachers in 52 schools, three inspectors of schools and three officers responsible for curriculum development. A statistical formula n = was used to arrive at the total sample in the study. Questionnaires, semi-structured interviews and lesson observations were used to collect field data. Quantitative data was analyzed using SPSS which helped to generate descriptive statistics of frequencies and percentages while qualitative data was analyzed thematically. The results indicated that most teachers are not well prepared in the teaching of CCE content in senior secondary schools as 93.2% of teachers responded that they never attended any training for CCE. It was also revealed that most teachers did not use transformative teaching strategies such as projects, fieldtrips and case studies in the teaching of CCE content in senior secondary schools. It was therefore recommended that the Ministry of Education, Science and Technology (MoEST) should prepare teachers by training them on how they can teach CCE content. There is thus a need to have Continuing Professional Development Programs (CPDs) so that teachers can share knowledge and skills on the teaching of CCE content. Teachers’ colleges and Universities should offer CCE courses to student teachers.

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Section: Strategies In the Teaching Of Climate Change Education Contentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teacher Preparedness and Strategies Used in Teaching of Climate Change Education in the Southern Region of Malawi

Wadson,

Mutale Mulenga,

Milupi

2024

EAJESS

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“…Uluslararası düzeyde, iklim değişikliğine karşı mücadele bağlamında alınan önlemlerin yanında, bireylerin bu önlemleri yaşamın doğal bir süreci olarak görmeleri, iklim değişikliği konusunda bireylerin bilinçlendirilmesi ve farkındalıklarının arttırılmasının sağlanması gerekmektedir (Ay ve Erik, 2020). Küresel iklim değişikliği ile ilgili uyum ve sonuçlarını hafifletme önlemleri arasında kuşkusuz eğitim-öğretimin yeri büyüktür (Dalelo, 2011;Ronald, Merab ve Byalusaago, 2017).…”

Section: -Erken çOcuklukta İklim Değişikliği öğRetimi Ve öNemiunclassified

Climate Change in Early Childhood Education

Duran

2023

Iğdır Üniversitesi Sosyal Bilimler Dergisi

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Küresel boyutta, iklim değişikliği günümüzün en önemli çevre sorunları arasında olduğu bir gerçektir. Gerekli önlem ve azaltma çabalarında kararlılıkla hareket edilmediği sürece gelecekteki etkisinin daha da artacağı açıktır. Küresel iklim değişikliği ile mücadelede toplumun bilinçlendirilmesi oldukça önem taşımaktadır. Bu bağlamda, bireylere verilecek eğitim, iklim değişikliğine yönelik bilinç, farkındalık ve tutum kazandırılmasında kilit rol oynamaktadır. Özellikle erken çocukluk döneminde verilen iklim değişikliği eğitiminin, bu dönemde gelişim dönemlerinin (bilişsel, duyuşsal ve psikomotor) ve kişilik gelişiminin gerçekleşmesi, ayrıca, birçok davranışın kazandırılması ve bu davranışların kalıcı olması yönünden önemli olduğunu söylemek mümkündür. Bu çalışma, erken çocukluk eğitiminde iklim değişikliği kavramını incelemek amacıyla yazılmış derleme bir makaledir. Çalışmanın içeriği olarak, iklim değişikliği kavramı, iklim değişikliği kavramının geçmişten günümüze gelişimi, , erken çocuklukta iklim değişikliği eğitimi ve önemi açıklanarak, ilgili araştırmalara yer verilmiştir. Erken çocukluk eğitiminde önemli bir küresel sorun iklim değişikliği algısının oluşturulmasına yönelik, eğitim boyutunda yapılacak düzenlemeler ışığında, bu çalışmanın öncü olabileceği söylenebilir.

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“…Climate science is a multidisciplinary subject embedded in diverse subjects' curricula. Previous studies have listed school subjects with climate science contents such as Agriculture, Biology, Earth Sciences, Geology, Geography, Meteorology, and the like (Ezeudu et al, 2016; Oversby, 2015; Ronald et al, 2017). There are differing conceptualizations of climate science in the literature.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Unfortunately, African countries scantily infuse climate change content in their educational curriculums (Ronald et al, 2017). For example, previous studies have described the magnitude of climate change integration in pretertiary curricula of the Ghanaian education system as leaving much to be desired (Boakye, 2015; Owolabi et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Nigerian teachers' self‐reported climate science literacy and expressed training needs on climate change concepts: Prospects of job‐embedded situative professional development

2022

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The assessment of Nigerian teachers' climate science literacy and training needs on climate change concepts (i.e., causes, impacts, and solutions) are absent. This study relates teachers' climate science literacy and their expressed training needs in other climate change concepts and places teachers in groups. Following a descriptive survey design, 410 teachers were randomly sampled from 8338 public secondary school teachers in Enugu State, southeastern Nigeria. A researcher-developed instrument passing validity and reliability tests was used for this study. We implemented frequencies, mean, t test, ANOVA, k-means cluster analyses, and Pearson's correlation for the analyses of collected data and tested all hypotheses at a p < 0.05 level of significance. Teachers reported low to moderate climate science literacy and expressed high training needs on climate change concepts. Lower climate science literacy was related to higher expressed training needs. Four groups of teachers ensued from our cluster analyses. Sadly, teachers who possess little or less climate science literacy and expressed less or no training needs in climate change causes, impacts, and solutions constitute

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Impact Of Secondary School Geography Content In Mitigating Climate Change In Uganda

Cited by 7 publications

References 5 publications

Teacher Preparedness and Strategies Used in Teaching of Climate Change Education in the Southern Region of Malawi

Teacher Preparedness and Strategies Used in Teaching of Climate Change Education in the Southern Region of Malawi

Climate Change in Early Childhood Education

Nigerian teachers' self‐reported climate science literacy and expressed training needs on climate change concepts: Prospects of job‐embedded situative professional development

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