Young Voices on Climate Change: The Paul F-Brandwein 2010 NSTA Lecture

Cherry, Lynne

doi:10.1007/s10956-011-9280-9

Cited by 12 publications

(25 citation statements)

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“…Committed and caring, this group has the ideal values and interests to make a difference in their neighborhood as well as the maturity to assume leadership. Also, the partnership supports the community's already-established goal to create opportunities for youth engagement-a situation that both establishes credibility with adult community members and, as Cherry's work on youth and climate change has demonstrated, encourages adults themselves to participate in sustainable practices (Cherry, 2011).…”

Section: Why Youth and Why East High Cares?mentioning

confidence: 78%

Engaged Science and Working with Youth for Sustainable Cities: A Partnership Between “East High Cares” and an Iowa State University Research Team

Shenk

Anderson

Passe

et al. 2016

Iowa State University Summer Symposium on Science Communication

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Integrating the voices of youth into city and neighborhood decision-making and scientific research is crucial for developing forward-thinking approaches for creating sustainable cities. In our pilot project, we partner with the high school group East High Cares, empowering them to lead community dialogue around issues of urban agriculture and energy-efficient homes. This paper will share our reasons for partnering with these youth, how working with them shapes our multidisciplinary methods, and how we will integrate this work with the datadriven urban energy and microclimate simulation tools our research team is developing for sustainable city decision-making.

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Section: Why Youth and Why East High Cares?mentioning

confidence: 78%

Engaged Science and Working with Youth for Sustainable Cities: A Partnership Between “East High Cares” and an Iowa State University Research Team

Shenk

Anderson

Passe

et al. 2016

Iowa State University Summer Symposium on Science Communication

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“…The content analysis of the four science curricula revealed that climate change is factored into the JHS and SHS curricula, but it is non-existent in the lower and upper primary curricula. Leaving the upper and lower primaries out cuts off children whom literature shows are very effective in the fight against climate change (Cherry, 2011). For the JHS and SHS curricula, climate change formed 2% in each case but there are topics in both curricula that lend themselves to climate change education some of which have been used in that respect in the literature (Climate Change Live, 2013;Fries-Gaither, 2010;Mr.…”

Section: Discussionmentioning

confidence: 99%

“…Although recent research has shown that knowledge about climate change does not automatically mean concern toward it (Battistoni, 2012), the reasons for learning about climate change far outweigh the reverse. This is also because there is evidence that students equipped with such knowledge show concern for it (Cherry, 2011). For climate change education to be effectively implemented in schools, there is the need to find out the extent of its integration into school curricula so that any deficiencies can be addressed.…”

Section: Introductionmentioning

confidence: 99%

Climate Change Education

Boakye

2015

Sage Open

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The study found out the role that some selected science curricula of the pre-tertiary level of education in Ghana played with respect to climate change education. Content analysis was used to analyze four science curricula of the pre-tertiary levels of education in Ghana, namely, the curriculum for primary, Grades 1 to 3 (age = 6-9 years); integrated science curriculum of primary, Grades 4 to 6 (age = 9-12 years); integrated science curriculum of the Junior High School (JHS; age = 12-13 years); and the integrated science curriculum of the Senior High School (SHS; age = 13-16 years). It was found that of the four curricula, it was only in the integrated science syllabuses of the SHS and that of the JHS that climate change as a topic for study had been stated categorically, but, even then, the teaching and learning methods needed to be improved on. It was practically non-existent in the natural science curriculum of Primary Grades 1 to 3. There were topics in some of the curricula such as "Ecosystems," "Photosynthesis," and "Energy" that can provide links to climate change education but were not linked to it. Some of the suggestions made to make these curricula play their roles in climate change education are that: (a) topics that lend themselves to climate change education in the various curricula could be linked to it in the teaching and learning situation to reinforce learning and (b) teaching and learning methods should be improved upon for effective attitudinal and behavioral changes to help mitigate climate change and its impact.

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“…This approach affirms hierarchical relationships that privilege leaders and public officials more than residents. Conversely, some researchers take a less-travelled path and place youth at the centre of community engagement; however, much work is still done for youth, rather than with youth (Cherry 2011, Derr et al, 2013, International Institute for Child Rights and Development 2015. Youth are rarely included in decision making at either the city or neighbourhood level: "Many youth's voices are absent from community-building processes, deepening the gaps of miscommunication and contributing to community exclusion" (Blanchet-Cohen and Salazar 2009, p. 5-6).…”

Section: Engaging Underrepresented Youthmentioning

confidence: 99%

Engaging Youth Through Spatial Socio-Technical Storytelling, Participatory Gis, Agent-Based Modeling, Online Geogames and Action Projects

Poplin¹,

Shenk²,

Krejci³

et al. 2017

ISPRS Ann. Photogramm. Remote Sens. Spatial Inf. Sci.

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The main goal of this paper is to present the conceptual framework for engaging youth in urban planning activities that simultaneously create locally meaningful positive change. The framework for engaging youth interlinks the use of IT tools such as geographic information systems (GIS), agent-based modelling (ABM), online serious games, and mobile participatory geographic information systems with map-based storytelling and action projects. We summarize the elements of our framework and the first results gained in the program Community Growers established in a neighbourhood community of Des Moines, the capital of Iowa, USA. We conclude the paper with a discussion and future research directions.

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Young Voices on Climate Change: The Paul F-Brandwein 2010 NSTA Lecture

Cited by 12 publications

References 0 publications

Engaged Science and Working with Youth for Sustainable Cities: A Partnership Between “East High Cares” and an Iowa State University Research Team

Engaged Science and Working with Youth for Sustainable Cities: A Partnership Between “East High Cares” and an Iowa State University Research Team

Climate Change Education

Engaging Youth Through Spatial Socio-Technical Storytelling, Participatory Gis, Agent-Based Modeling, Online Geogames and Action Projects

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