Climate Change Education in Ireland: Emerging Practice in a Context of Resistance

2020 ◽  
pp. 231-248
Author(s):  
Fionnuala Waldron ◽  
Benjamin Mallon ◽  
Maria Barry ◽  
Gabriela Martinez Sainz
Keyword(s):  
Climate Change ◽  
Climate Change Education

scholarly journals “Stickier” learning through gameplay: An effective approach to climate change education

2021 ◽  
pp. 1-25
Author(s):  
S. Pfirman ◽  
T. O’Garra ◽  
E. Bachrach Simon ◽  
J. Brunacini ◽  
D. Reckien ◽  
...  
Keyword(s):  
Climate Change ◽  
Climate Change Education

Climate Change Education Through DST in the Age Group “10–13” in Greece

2018 ◽  
pp. 317-337 ◽  
Author(s):  
Paraskevi Theodorou ◽  
Konstantina Christina Vratsanou ◽  
Ilias Nastoulas ◽  
Effrosyni Sarantini Kalogirou ◽  
Constantina Skanavis
Keyword(s):  
Climate Change ◽  
Age Group ◽  
Climate Change Education ◽  
Group 10

Drawing on Place and Culture for Climate Change Education in Native Communities

2014 ◽  
pp. 121-138 ◽  
Author(s):  
Anne L. Kern ◽  
Gillian H. Roehrig ◽  
Devarati Bhattacharya ◽  
Jeremy Y. Wang ◽  
Frank A. Finley ◽  
...  
Keyword(s):  
Climate Change ◽  
Climate Change Education ◽  
Native Communities

Climate Change Education Across the Curriculum

2019 ◽  
pp. 53-69
Author(s):  
Rahul Chopra ◽  
Aparna Joshi ◽  
Anita Nagarajan ◽  
Nathalie Fomproix ◽  
L. S. Shashidhara
Keyword(s):  
Climate Change ◽  
Climate Change Education

scholarly journals Virtual Fieldtrips and Climate Change Education for Tourism Students

2020 ◽  
Author(s):  
Christian Schott
Keyword(s):  
Climate Change ◽  
Greenhouse Gas Emissions ◽  
Greenhouse Gas ◽  
Climatic Change ◽  
Learning Tool ◽  
Climate Change Education ◽  
Gas Emissions ◽  
Educational Travel ◽  
The World ◽  
The Many

<p><b>Abstract </b></p> <p>While the pedagogical benefits of fieldtrips have long been recognised our ever increasing understanding of the impacts of flying on climate change is presenting educators with a poignant dilemma; the many benefits long associated with international fieldtrips are at odds with the world community’s needs in limiting/halting climatic change. In response, the paper presents the concept of a VR-based virtual fieldtrip as an innovative and carbon-sensitive type of (educational) travel. The paper not only makes the case for virtual fieldtrips as a meaningful learning tool but also explores both the virtual fieldtrip’s impact on Greenhouse Gas emissions and climate change-related learning. On both accounts the initial findings in this paper are very encouraging. More in-depth research is now required to not only develop a deeper understanding of the full breadth of benefits, but also of the diverse weaknesses presented by virtual fieldtrips and how to negotiate them.</p>

scholarly journals Autoethnography: Writing Lives and Telling Stories

2021 ◽  
Vol 2 (1) ◽  
pp. 1-7
Author(s):  
Bal Chandra Luitel ◽  
Niroj Dahal
Keyword(s):  
Climate Change ◽  
Teacher Education ◽  
Lived Experiences ◽  
Ethnographic Research ◽  
Climate Change Education ◽  
Narrative Representations ◽  
Theoretical Perspectives ◽  
Modes Of Representation ◽  
Wide Range ◽  
Social Theories

Autoethnography covers a wide range of narrative representations, thereby bridging the gap of the boundaries by expressing autoethnographers’ painful and gainful lived experiences. These representations arise from local stories, vignettes, dialogues, and role plays by unfolding action, reaction, and interaction in the form of self-narration. Likewise, the autoethnographic texts must exhibit the autoethnographers’ critical reflections on the overall process of the inquiry. These exhibitions shall alert the autoethnographers’ research ethics, reflexivity, alternative modes of representation, inquiry, and storytelling. The original articles in this issue that rises from the domain of critical social theories within the various ranges of theoretical perspectives include journeying through informing, reforming, and transforming teacher education; critical ethnographic research tradition; a critical and political reading of the excerpts of myths; climate change education and its interface with indigenous knowledge and general traits of the participants as transformed teachers.

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