Student perspectives on climate change through place-based filmmaking

Littrell, Megan K.; Tayne, Kelsey; Okochi, Christine; Leckey, Erin; Gold, Anne; Lynds, S. E.

doi:10.1080/13504622.2020.1736516

Cited by 45 publications

(41 citation statements)

References 35 publications

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“…Ten of the studies used qualitative methods only, 11 studies used a combination of qualitative and quantitative methods, with only four studies using exclusively quantitative methods and having sample sizes of more than 300 students. Articles were related to STEM with some focusing on mathematics (Althauser and Harter, 2016;Walkington and Bernacki, 2019), science (Buck et al, 2016;Francis et al, 2016;Leonard et al, 2016;Rahmawati and Koul, 2016;Gates, 2017;Zimmerman and Weible, 2017;Fűz, 2018;Bølling et al, 2019;Flanagan et al, 2019;Herman et al, 2019;Iversen and Jónsdóttir, 2019;Kermish-Allen et al, 2019;Kinslow et al, 2019;McClain and Zimmerman, 2019;Zimmerman et al, 2019;Littrell et al, 2020a;Littrell et al, 2020b;Land et al, 2020), technology (Litts et al, 2020), and general community issues with links to STEM pedagogy (Donnison and Marshman, 2018;Ritter et al, 2019;Kim et al, 2020). While most studies approached localized learning by taking students to community and environmental contexts outside of the classroom, other studies connected students with experts and their communities through the internet (Kermish-Allen et al, 2019) or brought the outside world into classrooms through virtual reality (Ritter et al, 2019;Boda and Brown, 2020).…”

Section: Resultsmentioning

confidence: 99%

“…Some articles (Rahmawati and Koul, 2016;Donnison and Marshman, 2018) identified that students had an opportunity to develop a critical voice and that they led the learning with their teachers only assisting when necessary. Students who were previously disengaged with STEM learning in the classroom showed an increase engagement in a localised setting (Althauser and Harter, 2016;Rahmawati and Koul, 2016) because students came to see subjects like science as personally relevant (Littrell et al, 2020a;Littrell et al, 2020b;Boda and Brown, 2020). In summary, it was found that the use of authentic instruction to teach STEM in the context of real-world circumstances promoted longer-term learning and increased student comprehension of the relevance of STEM in the real world (e.g., Althauser and Harter, 2016;Leonard et al, 2016;Rahmawati and Koul, 2016;Gates, 2017;Zimmerman and Weible, 2017;Bølling et al, 2019;Ritter et al, 2019;Littrell et al, 2020a;Littrell et al, 2020b).…”

Section: Increased Student Aspirations Enjoyment Interest and Engagementmentioning

confidence: 99%

“…In the scoping review, several of these dimensions were found to be positively impacted by pedagogical approaches linked to local contexts. In particular, several studies reported increases in student STEM knowledge (Althauser and Harter, 2016;Buck et al, 2016;Leonard et al, 2016;Gates, 2017;Herman et al, 2019;Kermish-Allen et al, 2019;Kinslow et al, 2019;Ritter et al, 2019;Land et al, 2020;Litts et al, 2020), more positive dispositions towards STEM subjects (Buck et al, 2016;Francis et al, 2016;Leonard et al, 2016;Rahmawati and Koul, 2016;Gates, 2017;Zimmerman and Weible, 2017;Donnison and Marshman, 2018;Fűz, 2018;Bølling et al, 2019;Flanagan et al, 2019;Herman et al, 2019;McClain and Zimmerman, 2019;Littrell et al, 2020a;Littrell et al, 2020b;Boda and Brown, 2020;Land et al, 2020), the valuing of activities to develop transferable STEM skills (Francis et al, 2016;Leonard et al, 2016;Rahmawati and Koul, 2016;Zimmerman and Weible, 2017;Donnison and Marshman, 2018;Flanagan et al, 2019;McClain and Zimmerman, 2019;Litts et al, 2020), and opportunities to engage with science experts (Leonard et al, 2016;Kermish-Allen et al, 2019;McClain and Zimmerman, 2019). Increases in science capital are associated with the likeli...…”

Section: Implications For Research and Practicementioning

confidence: 99%

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Linking K-12 STEM Pedagogy to Local Contexts: A Scoping Review of Benefits and Limitations

et al. 2021

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Student engagement and learning in science, technology, engineering and mathematics (STEM) fields in primary and secondary schools is increasingly being emphasized as the importance of STEM skills for future careers is realized. Localized learning has been identified as a group of pedagogical approaches that may enhance learning in STEM by making the relevance of STEM clear to students and providing stronger connections to students’ lives and contexts. This paper reports on a scoping review that was conducted to identify the benefits and limitations of localized learning in primary and secondary school STEM disciplines. A secondary aim of the review was to identify strategies that increase the effectiveness of localized learning these disciplines. Following literature searches of four databases, 1923 articles were identified. Twenty-five studies met the inclusion criteria. Potential benefits of localized learning included increases in enjoyment of STEM, improvements in learning, more positive STEM career aspirations, and development of transferable skills. The main challenges of these pedagogical approaches were time restrictions and lack of community involvement. Strategies for enhancing the impact of localized pedagogy included professional development for teachers (in STEM content knowledge, integration of localized pedagogy, and capacity to address socio-scientific issues), integration of technology, whole-school implementation of the pedagogical approach, and integration of the wider community into STEM education. These findings provide support for localized learning as an effective pedagogical approach to enhance STEM learning in schools, while emphasizing the critical roles of teachers and communities in supporting students to realize the relevance of STEM in their lives.

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Section: Resultsmentioning

confidence: 99%

Section: Increased Student Aspirations Enjoyment Interest and Engagementmentioning

confidence: 99%

Section: Implications For Research and Practicementioning

confidence: 99%

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Linking K-12 STEM Pedagogy to Local Contexts: A Scoping Review of Benefits and Limitations

et al. 2021

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“…Moreover, place-based education aims to connect students with local environments and instil in them a sense of agency and engage them to take part in local action to solve environmental and social issues (Khadka et al, 2020;McInerney et al, 2011). As such, place-based approaches can help overcome the many challenges climate change educators face (Littrell et al, 2020). Inherent in place-based education is therefore the connection to local stakeholders and the confrontation with several perspectives and knowledges (competencies 5 and 6).…”

Section: The Need For Climate Change Educationmentioning

confidence: 99%

Learning to teach climate change: students in teacher training and their progression in pedagogical content knowledge

Favier

Gorp

Cyvin³

2021

Journal of Geography in Higher Education

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Climate change adaptation is a notorious example of a wicked problem. Teachers need to have extensive knowledge to design high-quality education that addresses the wickedness and contributes to wicked problem-solving. The components of the knowledge basis for teaching climate change issues can be highlighted with the Pedagogical Content Knowledge (PCK) framework. In the international, interdisciplinary course EduChange, pre-service teachers built their content knowledge and pedagogical content knowledge. They took part in a training week, where they explored issues related to climate change in different regions, acquainted themselves with place-based education and fieldwork, and were trained in educational design. Subsequently, they developed lessons for secondary schools. This paper describes the structure of the course, and explores how it contributed to the development of the PCK of the pre-service teachers. Survey data and interviews show that the participants valued the course. Although the pre-service teachers said the course contributed considerably to the development of their PCK, the lessons developed varied in respect to the wicked characteristics that were addressed and their potential for stimulating progression in wicked problem-solving.

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“…This is especially true because climate change education in schools and colleges can actually be detrimental if teachers are not well- and scientifically informed about climate change. Littrell et al ( 2020 ) point out that it is important for teachers and students to learn about the causes, consequences and mitigation of climate change because climate change continues to affect communities around the world, even while the process of climate change is slow (Choon et al 2019 ). It is argued that greenhouse gas emissions have reached levels unprecedented since pre-industrial times (Hussain et al 2020 ; Shaffril et al 2018 ).…”

Section: Perceptions Of Climate Change: Importance Causes Impacts and Mitigationmentioning

confidence: 99%

How do teachers’ perceptions of climate change vary in terms of importance, causes, impacts and mitigation? A comparative study in Bangladesh

Chowdhury

Ahmed

et al. 2021

SN Soc Sci

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Since climate change education is an integral element in the increasingly urgent global approach to solving the problem of climate change, understanding perceptions of climate change among teachers in different academic institutions could play a significant role in how and to what extent institutions address the need to educate learners on this subject, specifically, and participate in other climate change mitigation strategies, in general. This study, therefore, examines teachers’ perceptions of climate change regarding its significance, causes, consequences, and mitigation, through analysis of a self-administered structured questionnaire completed by 95 teachers from public and private educational institutions in the city of Sylhet in Bangladesh. Results from descriptive and inferential statistical analysis show that public and private school teachers have an understanding of climate change regarding its significance, causes, consequences, and mitigation. The results also reveal that the sociodemographic characteristics of teachers, as well as academic-related factors, influence their perceptions of climate change. This research concludes that teachers in public institutions have a greater awareness and understanding of climate change than those working in private schools. The research findings have broader implications for further research and policy recommendations and, in particular, draw the attention of the Departments of Education and Disaster Management in Bangladesh or in countries with similar contexts to introduce environmental and disaster education and training opportunities for teachers.

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Student perspectives on climate change through place-based filmmaking

Cited by 45 publications

References 35 publications

Linking K-12 STEM Pedagogy to Local Contexts: A Scoping Review of Benefits and Limitations

Linking K-12 STEM Pedagogy to Local Contexts: A Scoping Review of Benefits and Limitations

Learning to teach climate change: students in teacher training and their progression in pedagogical content knowledge

How do teachers’ perceptions of climate change vary in terms of importance, causes, impacts and mitigation? A comparative study in Bangladesh

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