The state of climate change education – reflections from a selection of studies around the world

Chang, Chew Hung; Pascua, Liberty

doi:10.1080/10382046.2017.1331569

Cited by 35 publications

(18 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…On reviewing and appraising current provision (e.g. Chang and Pascua 2017;McKenzie 2019), in asking whether CCE activities foster learning and assessing efforts to embed that, we might also consider do/must they also displace teachers' own prior or ongoing curriculum development efforts attuned as these are, perhaps, to local conditions and needs? In other words, will transforming local education into a CCE aligned with, say, multinational or international concerns, be what 'best practice' in education (only?)…”

Section: Box 1 Table Of Contents For the Virtual Special Issue-climamentioning

confidence: 99%

Climate change education and research: possibilities and potentials versus problems and perils?

Reid

2019

Environmental Education Research

180

View full text Add to dashboard Cite

This article introduces key features to the background, themes and implications of three collections available in Environmental EducationResearch that focus on climate change education and research. The problems and perils of scholarship and inquiry in this area are highlighted by contrasting these with some of the possibilities and potentials from a broad range of studies published in this and related fields of study, for example, in understanding who is doing the teaching and learning in climate change education, and in identifying the conceptual, policy and economic drivers and barriers related to its uptake. Key points for debate and action are identified, including for so-called 'pyro-pedagogies' and 'practice architectures', and the various philosophical, political and phenomenal aspects of climate change education that are likely to affect its prospects, at this moment and into the immediate future. ARTICLE HISTORY

show abstract

Section: Box 1 Table Of Contents For the Virtual Special Issue-climamentioning

confidence: 99%

Climate change education and research: possibilities and potentials versus problems and perils?

Reid

2019

Environmental Education Research

180

View full text Add to dashboard Cite

show abstract

“…Climate change education (CCE) is the transfer and use of knowledge to prepare people to engage in climate change discourse critically and accurately (Chang & Pascua, 2017). As UNESCO (2017) puts it, education is an essential global response to climate change.…”

Section: Introductionmentioning

confidence: 99%

Does Climate Change Education Result to Less Carbon?

Caparoso¹,

Aguilar²,

Lagura³

et al. 2018

TNL

View full text Add to dashboard Cite

This study aimed to determine the climate change knowledge and measure the individual carbon footprint of 164 Grade 10 students who were randomly selected from two highly urbanized and two less urbanized schools in the Philippines. The study also investigated the demographic factors that were previously found to affect the amount of carbon footprint. A 20-item test was used to measure climate change knowledge while the Philippine version of World Wildlife Fund's (WWF) carbon footprint calculator was used to measure individual carbon footprint. Response pattern of the climate change knowledge test was analyzed and carbon footprint was computed for each participant. One-way Analysis of Variance was used to determine the influence of demographic factors on individual carbon footprint. Results show that the participants were "moderately knowledgeable" about climate change. Meanwhile, their mean carbon footprint (1.20 metric tons per capita per year) is slightly higher than the 2014 Philippine average (1.1 metric tons per capita per year) which suggests that being knowledgeable on climate change does not necessarily result to lower carbon footprint. Results of the study likewise show that among the demographic factors investigated, only parents' highest educational attainment (p= 0.000), level of urbanization (p= 0.002), and household income (p= 0.044) influence individual carbon footprint. It is recommended that in teaching the science of climate change, the social, political and ethical dimensions of the issue may be emphasized. The topic may also be discussed in the context of Education for Sustainable Development to engage students in concrete carbon reduction initiatives.

show abstract

“…Indeed, a significant amount of work has already been undertaken to prioritise education efforts (see, for example [15,16]). However, there remain many challenges to developing effective climate change education [17,18] and much debate as to its specific role in engendering behaviour change [19][20][21] as well as how climate change education should be delivered. The latter not only includes consideration of the learning setting [22] and associated learning methods (for example, [23,24]), but also how messages are framed within educational E-mail addresses: ReisJ@Cardiff.ac.uk (J. Reis), BallingerRC@Cardiff.ac.uk (R.C.…”

Section: The Need For Climate Change Educationmentioning

confidence: 99%

Creating a climate for learning-experiences of educating existing and future decision-makers about climate change

Reis

Ballinger

2020

Marine Policy

View full text Add to dashboard Cite

Climate change is one of the most serious issues to affect modern society. What originated as a scientific question has evolved into a complex political and social issue. The policy context recognises the pivotal role of education in encouraging effective engagement and behavioural responses to projected climate changes. It is relatively easy to nod assent to the principles of climate change education and engagement, but harder to deliver. This paper explores experiences of educating and engaging current and future decision makers, namely pupils, teachers, charity workers, small business owners and councillors on the subject of climate change in Wales. It draws conclusions about the existing climate for learning as well as the potential for overcoming challenges associated with information needs of these existing and future decision-makers. It considers the broader issue of whether current climate change information and education frameworks are fit for purpose and able to support effective climate change mitigation and adaptation activities. The findings suggest that many climate change communications from international organisations are not being received or understood at local levels, indicating a need for further and simpler 'translation' of science. Despite a strong formal education system in Wales, there are variations in basic skills (such as map reading and graph interpretation), required for simple climate change science interpretation. Finally, our results point to a need for climate literacy to be gained through interactive long-term learning rather than one-off training, particularly given some of the entrenched views of the older age groups involved in the study.

show abstract

The state of climate change education – reflections from a selection of studies around the world

Cited by 35 publications

References 4 publications

Climate change education and research: possibilities and potentials versus problems and perils?

Climate change education and research: possibilities and potentials versus problems and perils?

Does Climate Change Education Result to Less Carbon?

Creating a climate for learning-experiences of educating existing and future decision-makers about climate change

Contact Info

Product

Resources

About