Teaching Controversial Issues in Geography: Climate Change Education in Singaporean Schools

Ho, Li-Ching; Seow, Tricia

doi:10.1080/00933104.2015.1064842

Cited by 56 publications

(24 citation statements)

References 48 publications

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“…When teaching this topic, educators should carefully assess their written materials before using them in the classroom—and may find it useful to include multiple curricula. Nonetheless, if educators think that disciplinary norms require them to address the controversies around the causes, as social studies teachers might (e.g., Ho & Seow, ; NCSS, ), they may find it valuable to help students explore the reasons that mass media and others in the public sphere portray the issue as more controversial than do scientific reports.…”

Section: Discussionmentioning

confidence: 99%

“…One survey of 628 science teachers in Colorado found that many of these educators had inaccurate knowledge of the issue, and over 80% believed that students should learn “both sides” of the debate over what causes climate change (Wise, ). Even in Singapore, where the national curriculum promotes teaching the scientific consensus about climate change, some teachers treat the causes of climate change as an open question (Ho & Seow, ). This reluctance to accept and educate others on the consensus around the causes of GCC may be related to educators’ emotional reactions to the issue, for many secondary teachers have expressed anger and hopelessness about climate change, feelings that make them less likely to teach about it (Lombardi & Sinatra, ).…”

Section: Introductionmentioning

confidence: 99%

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Global climate change in U.S. high school curricula: Portrayals of the causes, consequences, and potential responses

2018

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Broad misconceptions about global climate change (GCC) could hinder efforts to address this large‐scale problem, and curricular materials can play a substantial role in what students learn about GCC. This study examines how U.S. high school textbooks and supplemental curricular materials published between 2007 and 2012 portray the causes, consequences, and potential responses to GCC. Our data included text segments related to these topics in five science textbooks, four social studies textbooks, and eight sets of GCC supplemental materials. To analyze these text segments, we conducted several rounds of coding, first categorizing curricula by their acceptance of the human causes of GCC and then coding relevant text segments on several dimensions related to the consequences of and potential responses to GCC. Findings indicate that (1) about half the curricula portray human activity as a major cause of current climate change, (2) most curricula include information about climatic changes but few details about potentially proximal, near‐term impacts of GCC, and (3) most curricula offer a narrow set of strategies for responding to GCC. These findings suggest that educators should critically examine curricular materials they use to teach about GCC and that scholars should continually examine how GCC is portrayed to youth.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Global climate change in U.S. high school curricula: Portrayals of the causes, consequences, and potential responses

2018

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“…Este assunto se mostra bastante controverso (Boakye, 2015), pois embora haja muitos defensores da inserção desse tema no sistema educacional (Ghang & Pascua, 2014;Brownlee et al, 2013;Dalelo, 2012), há muitos argumentos contrários à introdução do mesmo nos currículos escolares (Fortner, 2001). Entretanto, salienta-se que mesmo controverso, o ensino em Mudanças Climáticas já foi inserido com sucesso no currículo de algumas escolas ao redor do mundo (Roehrig et al, 2012;Ho & Seow, 2015;Chang, 2012;Brownlee et al, 2013), desenvolvendo experiências educacionais animadoras e tornando os alunos participantes ativos (Filho et al, 2010). .…”

Section: As Aulas Práticas E O Ensino De Ciênciasunclassified

Arte E Cartografia: Uma Análise Do Mapa “Brasilia Qua Parte Paret Belgis” De Georg Marcgraf

Silva¹

2020

Estudos Teórico-Metodológicos Nas Ciências Exatas, Tecnológicas E Da Terra

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“…Furthermore, CCE, as facilitated by teachers has been adjudged necessary for presenting useful information on climate change, while linking the climate change menace with daily human actions and choices (Eze, 2020). Specifically, previous studies have situated CCE (a component of Environmental Education) within school subjects such as Geography, Agricultural Science, Biology, Social studies and the Humanities (Eze, 2021;Hermans, 2016;Ho & Seow, 2015;Karpudewan & Khan, 2017;Ronald, Merab, & Byalusaago, 2017;Siegner & Stapert, 2019). Thus, the infusion of CCE in the curriculum of different school subjects, makes for expectations for increased climate change awareness among teachers who must facilitate the learning of the contents for students.…”

Section: Introductionmentioning

confidence: 99%

Dimensions of Teachers’ Expressed Capacity Building Needs on Climate Change Education Strategies

Eze

Nwagu

2021

INTERDISCIPLINARY J ENV SCI ED

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Teaching is successful only when learning (a change in behaviour) is achieved. Diverse effective strategies are employable by teachers to facilitate students' learning within the formal context of climate change education (CCE), covering the cognitive, affective and psychomotor domains corresponding to the head, heart and hands model. This quantitative study adopts a descriptive survey research design to assess teachers' expressed capacity building needs in order to ascertain gaps pertaining to effective teaching strategies related to the CCE-infused curriculum in Enugu state. A total of 410 in-service public secondary school teachers serve as respondents in this study, spread across four education zones within the study area. A self-developed questionnaire served as the instrument for data collection in this study. This instrument passed face validity and reliability tests (Alpha = .84). Descriptive statistics, mean, mean differences tests and exploratory factor/dimension reduction analyses were applied to analyze data. Overall, teachers expressed high capacity building need in most of the CCE strategies listed, irrespective of tested teacher variables. Also, the results show two underlying factors/themes under which capacity building needs on the listed CCE strategies are grouped -innovative, learner-centered/inclusive teaching strategies and the use of instructional materials/media. Inference drawn from findings is that learner-centered strategies/media are lacking in CCE, which would inhibit students' learning about climate change. If the current trend is disregarded, achieving holistic CCE as captured by the head, heart and hands model will be unattainable and with severe consequences on the future of the earth's environment.

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Teaching Controversial Issues in Geography: Climate Change Education in Singaporean Schools

Cited by 56 publications

References 48 publications

Global climate change in U.S. high school curricula: Portrayals of the causes, consequences, and potential responses

Global climate change in U.S. high school curricula: Portrayals of the causes, consequences, and potential responses

Arte E Cartografia: Uma Análise Do Mapa “Brasilia Qua Parte Paret Belgis” De Georg Marcgraf

Dimensions of Teachers’ Expressed Capacity Building Needs on Climate Change Education Strategies

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