Teaching of climate change based on international research: theoretical approaches, effective methods and learning outcomes
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Published:
Mar 1, 2021
Keywords:
climate change, sustainability education, environmental attitude, pro-environmental education
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Abstract
Anthropogenetic climate change is leading to a significant alteration in the Earth’s ecosystem, which poses serious political, economical and social challenges for all of us. While there is a growing focus on the phenomenon of climate change and the promotion of sustainability, it is important that schools and educational science also uphold the topic. It should be done by helping students to process information flowing through the Internet and media, and to understand the phenomena connected to climate change.
In our review, we present different approaches, methods and possible learning outcomes of climate change education based on international research studies. Approaches of climate change education typically build on students’ personal involvement and activity in the topic. Proven methods of processing the topic focus on various interactions and discussions, establishing connections with science and scientists, clarifying misconceptions and misunderstandings, and involving the community by organising programs. Combining the application of these in education can increase the effectiveness of the programs. Climate change-related development programs and projects are most successful in expanding knowledge about climate change, although they provide less development in environmental attitudes, whichare important in shaping environmentally conscious behavior.
Educational science needs to contribute to the development of climate change education. The methods described in this study can be used to provide students with a comprehensive picture of the Earth’s eco-system. This can support their commitment to positive, environmentally conscious actions instead of increasing their climate anxiety. Especially becuase the main goal of climate education is to establish a balance between the environment and people, which is key to build a sustainable society. Our review provides guidance for educators and professionals who want to address the topic of climate change in different age groups.
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Jáger, B., & Rausch, A. (2021). Teaching of climate change based on international research: theoretical approaches, effective methods and learning outcomes . Iskolakultúra, 31(3), 75–92. Retrieved from https://ojs.bibl.u-szeged.hu/index.php/iskolakultura/article/view/34268
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References
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Clayton, S., Manning, C., Krygsman, K., & Speiser, M. (2017). Mental health and our changing climate: impacts, implications, and guidance. Washington, DC: American Psychological Association and ecoAmerica.
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Dryzek, J. S., Norgaard, R. B., & Schlosberg, D. (2011). Climate change and society: Approaches and responses. In J. S. Dryzek, R. B. Norgaard, & D. Schlosberg (Eds.), The Oxford handbook of climate change and society (pp. 3–17). Oxford, UK: Oxford University Press. DOI: 10.1093/oxfordhb/9780199566600.003.0001
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Európai Parlament (2019). Mit jelent a karbonsemlegesség, és hogyan érhető el 2050-ig?. https://www.europarl.europa.eu/news/hu/headlines/society/20190926STO62270/mit-jelenta-karbonsemlegesseg-es-hogyan-erheto-el-2050-ig Utolsó letöltés: 2021.01.15.
Faragó, T. (2018a). A nemzetközi környezet-és klímapolitikai együttműködés. In Mérsékelt öv? Felelős cselekvési irányok a hatékony klímavédelemért, (pp. 5-19). Budapest: Klímabarát Települések Szövetsége. http://www.klimabarat.hu/images/kiadvany/kotet.pdf Utolsó letöltés: 2021.01.15.
Faragó, T. (2018b). Környezettudomány és szkepticizmus: környezeti kibocsátások káros hatásainak felismerése és elismerése. Magyar Tudomány, 179(9), 1289-1303. DOI: 10.1556/2065.179.2018.9.3
Feinberg, M., & Willer, R. (2011). Apocalypse soon? Dire messages reduce belief in global warming by contradicting just-world beliefs. Psychological science, 22(1), 34-38. DOI: 10.1177/0956797610391911
Frick, J., Kaiser, F. G., & Wilson, M. (2004). Environmental knowledge and conservation behaviour: exploring prevalence and structure in a representative sample. Pers Individ Differ, 37(8) 1597–1613. DOI: 10.1016/j.paid.2004.02.015
Fűzné Kószó, M. (2002). A környezeti nevelés koncepciói. Iskolakultúra, 12(1), 40-50.
Fűzné Kószó, M. (2007). Földanya tiszteletére. Környezeti nevelési program a Föld Napjára. Iskolakultúra, 17(8-10), 193-196.
Gifford, R., & Sussman, R. (2012). Environmental attitudes. In S. D. Clayton (Ed.), The Oxford handbook of environmental and conservation psychology (pp. 65–80). NY & Oxford: Oxford University Press. DOI: 10.1093/oxfordhb/9780199733026.013.0004
Glenza, J., Evans, A., Ellis-Petersen, H., & Zhou, N. (2019). Climate strikes held around the world–as it happened. The Guardian, 15. https://www.theguardian.com/environment/live/2019/mar/15/climate-strikes-2019-live-latest-climate-change-global-warming Utolsó letöltés: 2021.01.10.
Gold, A. U., Oonk, D. J., Smith, L., Boykoff, M. T., Osnes, B., & Sullivan, S. B. (2015). Lens on climate change: Making climate meaningful through student-produced videos. Journal of Geography, 114(6), 235-246. DOI: 10.1080/00221341.2015.1013974
Goldstein, J. S. (2016). Climate change as a global security issue. Journal of Global Security Studies, 1(1), 95-98. DOI: 10.1093/jogss/ogv010
Harker-Schuch, I., & Watson, M. (2019). Developing a Climate Literacy Framework for Upper Secondary Students. In Leal Filho W. & Hemstock S. (eds.). Climate Change and the Role of Education. Climate Change Management (pp. 291-318). Cham: Springer. DOI: 10.1007/978-3-030-32898-6_17
Hung, C. C. (2014). Climate change education: Knowing, doing and being. New York, NY: Routledge.
Johnson, B., & Manoli, C. C. (2010). The 2-MEV scale in the United States: a measure of children's environmental attitudes based on the theory of ecological attitude. The Journal of Environmental Education, 42(2), 84-97. DOI: 10.1080/00958964.2010.503716
Jorgenson, S. N., Stephens, J. C., & White, B. (2019). Environmental education in transition: A critical review of recent research on climate change and energy education. The Journal of Environmental Education, 50(3), 160-171. DOI: 10.1080/10899995.2020.1858266
Karpudewan, M., Roth, W. M., & Abdullah, M. N. S. B. (2015). Enhancing primary school students' knowledge about global warming and environmental attitude using climate change activities. International Journal of Science Education, 37(1), 31-54. DOI: 10.1080/09500693.2014.958600
Karpudewan, M., Roth, W. M., & Chandrakesan, K. (2015). Remediating misconception on climate change among secondary school students in Malaysia. Environmental Education Research, 21(4), 631-648. DOI: 10.1080/13504622.2014.891004
Korom, E. (2005). Fogalmi fejlődés és fogalmi váltás. Budapest: Műszaki Kiadó.
Larson Nippolt, P., & Wang, H. (2010). Engaging Youth in Non-formal Learning Through Experiential Learning and Inquiry-based learning Methods. University of Minnesota Extension.
Leal Filho W., & Hemstock S.L. (2019). Climate Change Education: An Overview of International Trends and the Need for Action. In Leal Filho W. & Hemstock S. (eds.). Climate Change and the Role of Education. Climate Change Management (pp. 1-17) Cham: Springer. DOI: 10.1007/978-3-030-32898-6_1
Lin, D., Hanscom, L., Murthy, A., Galli, A., Evans, M., Neill, E., … Wackernagel, M. (2018). Ecological Footprint Accounting for Countries: Updates and Results of the National Footprint Accounts, 2012–2018. Resources, 7(3), 58-79. DOI: 10.3390/resources7030058
Liu, Shiyu, Gillian Roehrig, Devarati Bhattacharya, and Keisha Varma. 2015. “In-service Teachers’ Attitudes, Knowledge and Classroom Teaching of Global Climate Change.” Science Educator, 24(1), 12–22.
Major, L. (2012). A környezeti nevelés szerepe a környezettudatos magatartás formálásában. Iskolakultúra, 12(9), 67-79.
Manoli, C. C., Johnson, B., & Dunlap, R. E. (2007). Assessing children's environmental worldviews: Modifying and validating the New Ecological Paradigm Scale for use with children. The Journal of Environmental Education, 38(4), 3-13. DOI: 10.3200/JOEE.38.4.3-13
Manoli, C. C., Johnson, B., Buxner, S., & Bogner, F. (2019). Measuring Environmental Perceptions Grounded on Different Theoretical Models: The 2-Major Environmental Values (2-MEV) Model in Comparison with the New Ecological Paradigm (NEP) Scale. Sustainability, 11(5), 1286. DOI: 10.3390/su11051286
Mazur-Stommen, S., & Farley, K. (2016). Games for Grownups: The Role of Gamification in Climate Change and Sustainability. USA: Indicia Consulting LLC.
McNeal, K. S., Libarkin, J. C., Ledley, T. S., Bardar, E., Haddad, N., Ellins, K., & Dutta, S. (2014). The role of research in online curriculum development: The case of EarthLabs climate change and Earth system modules. Journal of Geoscience Education, 62(4), 560-577. DOI: 10.5408/13-060.1
Milfont, T. L., & Duckitt, J. (2004). The structure of environmental attitudes: A first-and second-order confirmatory factor analysis. Journal of environmental psychology, 24(3), 289-303. DOI: 10.1016/j.jenvp.2004.09.001
Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2019). Identifying effective climate change education strategies: a systematic review of the research. Environmental Education Research, 25(6), 791-812. DOI: 10.1080/13504622.2017.1360842
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