scholarly journals The Role of Universities Building an Ecosystem of Climate Change Education

2020 ◽  
pp. 1-44
Author(s):  
Fernando M. Reimers
Keyword(s):  
Climate Change ◽  
International Development ◽  
Formal Education ◽  
Institutional Development ◽  
Institutional Capacity ◽  
Climate Change Education ◽  
Education Levels ◽  
Political Dimensions ◽  
Context Specific

AbstractThis chapter introduces the field of climate change education, noting the paradox that in spite of many efforts at incorporating climate change in education policy and curriculum frameworks, and a diversity of practices in schools, there is little evidence that such efforts are contributing to adaptation, mitigation or reversal of climate change. The chapter reviews the role of international development organizations advocating for and developing frameworks in support of climate change education. This is followed by an analysis of ongoing efforts of climate change education.The chapter argues that more effective education for climate change at the primary and secondary education levels around the world requires context specific strategies that align the specific learning outcomes with the impacts of climate change in that context. Implementing those strategies requires the development of institutional capacity in schools that is aligned to the stage of institutional development of the school. The chapter explains how a multidisciplinary framework that accounts for the cultural, psychological, professional, institutional and political dimensions of the change process can support the development of collaboration and coherence in implementing those climate change education strategies. Those strategies need to also specify the particular populations that need to develop such competencies and the optimal means of delivery. The chapter also situates the literature on climate change education within the larger context of the literature on deeper learning, twenty first century skills and education system change, explaining how deeper learning in climate change education might influence attitudes and behaviors in ways that prevailing didactic approaches focused principally on the transmission of scientific knowledge do not.To develop such context specific climate change education strategies and to build the institutional capacity to implement them, the chapter makes the case for more intentional engagement of universities, in partnership with schools and non-formal education organizations. This would serve the dual role of providing support for schools in advancing climate change education, while also educating higher education students on climate change through problem based, participatory and contextually situated approaches.

scholarly journals Resource for teachers on the "Ocean and Cryosphere in a Changing Climate"

2021 ◽  
Author(s):  
Lydie Lescarmontier ◽  
Eric Guilyardi ◽  
Simon Klein ◽  
Djian Sadadou ◽  
Mathilde Tricoire ◽  
...  
Keyword(s):  
Climate Change ◽  
Educational Resources ◽  
Lower Secondary School ◽  
Special Report ◽  
Climate Change Education ◽  
Reasoning Abilities ◽  
Changing Climate ◽  
Teacher Handbook ◽  
Selection Of

<div> <div> <div> <p>The essential role of education in addressing the causes and consequences of anthropogenic climate change is increasingly being recognised at an international level. The Office for Climate Education (OCE) develops educational resources and proposes professional development opportunities to support teachers, worldwide, to mainstream climate change education. Drawing upon the IPCC Special Report on the Ocean and Cryosphere in a Changing Climate, the OCE has produced a set of educational resources that cover the scientific and societal dimensions, at local and global levels, while developing students’ reasoning abilities and guiding them to take action (mitigation and/or adaptation) in their schools or communities. These resources include:</p> <p>1. Ready-to-use teacher handbook that (i) target students from the last years of primary school to the end of lower-secondary school (aged 9 to 15), (ii) include scientific and pedagogical overviews, lesson plans, activities and worksheets, (iii) are interdisciplinary, covering topics in the natural sciences, social sciences, arts and physical education, (iv) promote active pedagogies: inquiry- based science education, role-play, debate, projectbased learning.</p> <p>2. A Summary for teachers of the IPCC Special Report, presented together with a selection of related activities and exercises that can be implemented in the classroom.</p> <p>3. A set of 10 videos where experts speak about a specific issue related to the ocean or the cryosphere, in the context of climate change.</p> <p>4. A set of 4 multimedia activities offering students the possibility of working interactively in different topics related to climate change.</p> <p>5. A set of 3 resources for teacher trainers, offering turnkey training protocols on the topics of climate change, ocean and cryosphere.</p> </div> </div> </div>

Recycling as seduction: Critiquing the practice of climate-change education from a primary classroom

2020 ◽  
pp. 12-17
Author(s):  
Sylvia Reynolds
Keyword(s):  
Climate Change ◽  
Future Climate ◽  
Future Climate Change ◽  
Experienced Teacher ◽  
Climate Change Education ◽  
Primary Classroom ◽  
Complex Problems ◽  
Insufficient Response ◽  
Mitigate Climate Change

Recycling is often included in lists of things that can be done to mitigate climate change. Recycling is not a “bad’ thing, but recycling alone is an insufficient response to the complex problems posed by climate change. This article takes the reader through the journey of an experienced teacher who began with a hopeful vision to include climate change in her school’s programme, meandered through a myriad distracting recycling schemes, until she reached a deeper understanding of the barriers to climate change education and the role of emotions in these programmes. The article concludes with her three key lessons for future climate change curriculum projects.

Resources for teachers on the “Ocean and Cryosphere in a Changing Climate”

2021 ◽  
Author(s):  
Simon Klein ◽  
Eric Guilyardi ◽  
Djian Sadadou ◽  
Mathilde Tricoire ◽  
David Wilgenbus
Keyword(s):  
Climate Change ◽  
Secondary School ◽  
Educational Resources ◽  
Lower Secondary School ◽  
Special Report ◽  
Climate Change Education ◽  
Reasoning Abilities ◽  
Changing Climate ◽  
Teacher Handbook

<p>The essential role of education in addressing the causes and consequences of anthropogenic climate change is increasingly being recognised at an international level. The Office for Climate Education (OCE) develops educational resources and proposes professional development opportunities to support teachers, worldwide, to mainstream climate change education. Drawing upon the IPCC Special Report on the Ocean and Cryosphere in a Changing Climate, the OCE has produced a set of educational resources that cover the scientific and societal dimensions, at local and global levels, while developing students’ reasoning abilities and guiding them to take action (mitigation and/or adaptation) in their schools or communities. These resources include:</p><p>1. Ready-to-use teacher handbook that (i) target students from the last years of primary school to the end of lower-secondary school (aged 9 to 15), (ii) include scientific and pedagogical overviews, lesson plans, activities and worksheets, (iii) are interdisciplinary, covering topics in the natural sciences, social sciences, arts and physical education, (iv) promote active pedagogies: inquiry-based science education, role-play, debate, projectbased learning.</p><p>2. A Summary for teachers of the IPCC Special Report, presented together with a selection of related activities and exercises that can be implemented in the classroom. </p><p>3. A set of 10 videos where experts speak about a specific issue related to the ocean or the cryosphere, in the context of climate change.</p><p>4. A set of 4 multimedia activities offering students the possibility of working interactively in different topics related to climate change.</p><p>5. A set of 3 resources for teacher trainers, offering turnkey training protocols on the topics of climate change, ocean and cryosphere.</p>

scholarly journals Testing aptitude

2016 ◽  
Vol 16 ◽  
pp. 179-210 ◽  
Author(s):  
Vivienne E. Rogers ◽  
Paul Meara ◽  
Rachel Aspinall ◽  
Louise Fallon ◽  
Thomas Goss ◽  
...  
Keyword(s):  
Test Performance ◽  
Formal Education ◽  
Implicit Measure ◽  
L2 Acquisition ◽  
Aptitude Tests ◽  
Validity Testing ◽  
Education Levels ◽  
User Friendly ◽  
Free Language

Meara (2005) developed the LLAMA tests as a free, language-neutral, user-friendly suite of aptitude tests incorporating four separate elements: vocabulary learning (LLAMA_B), phonetic (implicit) memory (LLAMA_D), sound-symbol correspondence (LLAMA_E) and grammatical inferencing (LLAMA_F) based on the standardised MLAT tests (Carroll & Sapon 1959). Recently, they have become increasingly popular in L2 acquisition research (Grañena & Long 2013b). However, Meara has expressed concern about the wide use of these tests without validity testing (cf. Grañena 2013a). To this end, we investigated several areas relating to the LLAMA tests, i.e. (1) the role of gender in LLAMA test performance; (2) language neutrality; (3) the role of age; (4) the role of formal education qualifications; (5) the effect of playing logic puzzles on LLAMA scores and (6) the effect of changing the test timings to scores. 229 participants from a range of language backgrounds, aged 10–75 with various education levels, typologically distinct L1s, and varying levels of multilingualism were tested. A subset of participants was also tested with varying timings for the tests. The results showed that the LLAMA tests are gender and language neutral. The younger learners (10–11s) performed significantly worse than the adults in the sound/symbol correspondence task (LLAMA_E). Formal education qualifications show a significant advantage in 3 of the LLAMA subcomponents (B, E, F) but not the implicit measure (LLAMA_D). Playing logic puzzles did not improve LLAMA test scores. The timings appear to be optimal apart from LLAMA_F, which could be shortened. We suggest that the LLAMA aptitude tests are not significantly affected by these factors although researchers using these tests should be aware of the possible impact of education level on some components of the tests.

scholarly journals Peran Majelis Taklim Al-Hidayah dalam Pendidikan Islam dan Gerakan Sosial Keagamaan di Propinsi Lampung

2019 ◽  
Vol 6 (1) ◽  
pp. 27-36
Author(s):  
Rumadani Sagala
Keyword(s):  
Formal Education ◽  
Institutional Development ◽  
Research Process ◽  
Qualitative Description ◽  
Islamic Education ◽  
Religious Movements ◽  
Educational Institutions ◽  
Research Plan ◽  
Religious Social Movements

The era of globalization of life has been integrated with the cyber world with the need to foster religious life, one of which is conducting non-formal education such as the Majlis ta'lim which has been investigated lately. Lampung province for Islamic education and socio-religious movements. Specifically, this research plan will raise the role, role, strategy of institutional development by taking studies at the Majelis Taklim Al-Hidayah Bandar Lampung, East Lampung, Central Lampung, and Pesawaran. The method of this research is a qualitative approach by providing a qualitative description of the role of the Al-Hidayah clerics in Islamic education and socio-religious movements. The results of this study that the existence of the Lampung province's Al-Hidayah study during the research process was carried out since mid-2018, demonstrating its role, duties and functions as non-formal educational institutions that engaged in women's groups in order to strengthen maternal capacity and knowledge especially in Islamic education religious social movements.

scholarly journals The role of climate change education on individual lifetime carbon emissions

PLoS ONE ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. e0206266 ◽  
Author(s):  
Eugene C. Cordero ◽  
Diana Centeno ◽  
Anne Marie Todd
Keyword(s):  
Climate Change ◽  
Carbon Emissions ◽  
Climate Change Education

scholarly journals Unpacking Q-Research: Context-Specific Considerations and Implications for Climate Change Education in Rural Areas

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110566
Author(s):  
Aïda Chantell Terblanché-Greeff ◽  
Ruth Ananka Loubser
Keyword(s):  
Climate Change ◽  
South Africa ◽  
Rural Areas ◽  
Q Methodology ◽  
Mixed Method Research ◽  
Climate Change Education ◽  
Rural South ◽  
Construction Of Knowledge ◽  
African Context ◽  
Context Specific

In this paper, we argue that William Stephenson, Qmethodology, when demonstrated through the research conducted for the SANCOOP: Climate & Beliefs project can provide guidance for doing context-specific mixed-method research and has implications for climate change education in South Africa. In the project, Q-methodology was mixed with techniques of transcendental philosophical analysis, to investigate the correlations between subjectivity and climate change adaptation in rural South African context. Subsequently, context-specific considerations are in order, since limited research employing mixed Q-methodology has previously been conducted in rural South Africa. Thereby, we hope to provide some guidance for conducting mixed methodological research in this context. Finally, the implications of mixed methodology for climate change education in South Africa are discussed in the light of epistemic justice in the construction of knowledge.

scholarly journals PERAN LEMBAGA SWADAYA MASYARAKAT TERHADAP PROGRAM PENGELOLAAN HUTAN BERBASIS MASYARAKAT DALAM KONTEKS PEMBANGUNAN DAERAH

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Wahyu Fathurrahman Riva ◽  
Parulian Hutagaol ◽  
Patrice Levang
Keyword(s):  
Forest Management ◽  
Institutional Development ◽  
Forest Degradation ◽  
Institutional Capacity ◽  
Local Institutions ◽  
Community Based ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Resource Conditions

The increasing rate of forest degradation and lack of local communities’ access to forest, have been a significant stimulus for the implementation of community-based forest management (CBFM). This study aims to assess and analyze the role of NGOs in the implementation of the CBFM program and formulate strategies to improve the role of NGOs in the implementation of the CBFM program. This study use two methods of analysis, which are analyzes the performance of NGOs in the CBFM program and analysis of the institutional development of local institutions. The results of this study, are: 1) Most of NGos (5 NGOs) have good performance in the implementation of the CBFM program funded by UNDP and 2 NGOs have good performance and less well. 2) Development of local institutions influenced by local resource conditions, international, national, and local political-economic factors, and local socio-political factors. 3) The strategy to increase the role of NGOs in the implementation of CBFM in the context of regional development can be done through several ways, are: development in institutional capacity of NGOs, development in empowerment and institutional capacity of community, development in advocacy of local government, development in business of community with the private sector.Keywords: Community-Based Forest Management, Non-Governmental Organizations, Strategy

scholarly journals The Unique Role of Medical Students in Catalyzing Climate Change Education

2020 ◽  
Vol 7 ◽  
pp. 238212052095765
Author(s):  
Benjamin M Rabin ◽  
Emaline B Laney ◽  
Rebecca P Philipsborn
Keyword(s):  
Climate Change ◽  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
School Curriculum ◽  
Curricular Integration ◽  
Climate Change Education ◽  
Unique Role ◽  
Climate And Health

Climate change is a well-recognized threat to human health with impacts on every organ system and with implications for disease processes across subspecialties. Climate-driven environmental exposures influence the pathophysiologic underpinnings of disease emphasized in the pre-clinical years of medical school. While medical schools are beginning to offer climate change and health electives, medical education is lagging in providing fundamental climate-and-health content to adequately prepare the next generation of physicians for the challenges that they will face in the provision of healthcare and the prevention and treatment of disease. This perspective piece highlights the unique role of medical students in catalyzing the incorporation of climate content into the pre-clinical medical school curriculum and provides topics for disseminated curricular integration with the concepts emphasized in the pre-clinical years of medical education.

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