scholarly journals Climate Change Education through Narrative Inquiry

2021 ◽  
Vol 2 (1) ◽  
pp. 46-53
Author(s):  
Pasang Dolma Sherpa
Keyword(s):  
Climate Change ◽  
Narrative Inquiry ◽  
Indigenous Knowledge ◽  
Cultural Values ◽  
Climate Science ◽  
Climate Change Education ◽  
Contemporary Education ◽  
Climate Change Resilience

This article addresses Climate Change Education (CCE) and its interface with Indigenous knowledge. Specifically, I explore the potential for transformation towards more holistic climate change education that balances science and Indigenous knowledge. However, the study details the persistent focus of contemporary education on climate science without interfacing with Indigenous knowledge, cultural values, and associated practices that contribute to climate change resilience. This article tackles this gap and the requisite transformation in climate change education through narrative inquiry. 

Framing of Climate Change in United States Science Education

2017 ◽  
Author(s):  
K.C. Busch
Keyword(s):  
Climate Change ◽  
Climate Science ◽  
Next Generation Science Standards ◽  
Future Generations ◽  
Science Standards ◽  
Negative Effects ◽  
Climate Change Education ◽  
Knowledge Deficit ◽  
Literature Base ◽  
The Many

Although future generations—starting with today’s youth—will bear the brunt of negative effects related to climate change, some research suggests that they have little concern about climate change nor much intention to take action to mitigate its impacts. One common explanation for this indifference and inaction is lack of scientific knowledge. It is often said that youth do not understand the science; therefore, they are not concerned. Indeed, in science educational research, numerous studies catalogue the many misunderstandings students have about climate science. However, this knowledge-deficit perspective is not particularly informative in charting a path forward for climate-change education. This path is important because climate science will be taught in more depth as states adopt the Next Generation Science Standards within the next few years. How do we go about creating the educational experiences that students need to be able to achieve climate-science literacy and feel as if they could take action? First, the literature base in communication, specifically about framing must be considered, to identify potentially more effective ways to craft personally relevant and empowering messages for students within their classrooms.

scholarly journals Interfacing Indigenous Knowledge and Climate Change Education

2018 ◽  
Vol 7 (1) ◽  
pp. 52-64
Author(s):  
Pasang Dolma Sherpa
Keyword(s):  
Climate Change ◽  
Indigenous Knowledge ◽  
Sustainable Management ◽  
Cultural Practices ◽  
Factual Knowledge ◽  
Climate Change Education ◽  
Indigenous Worldviews ◽  
Phd Thesis ◽  
Change Concerns ◽  
School Curricula

This paper is part of my PhD thesis. In this study, using the narrative inquiry methodology, lived experiences of schoolteachers who have been teaching the topics of climate change were collected mainly through interviews in Lamjung District. This paper reflects how teachers have been teaching climate change education and how they have been balancing indigenous knowledge to deal with climate change concerns. Generally teachers have been following implemented and experienced school curricula and accumulating the factual knowledge of climate change science, which has often been linked with the empirical interest of Habermas, especially, with his theory of knowledge and human interest in education. However, the stories of six schoolteachers were not limited to what they have been teaching but also how they have been teaching, how they have been linking environmental concerns with the indigenous knowledge and cultural practices that have been contributing to sustainable management of the natural resources and climate change resilience. Thus the stories of the teachers were also analysed through Habermas's practical and emancipatory interests and indigenous worldviews by reflecting on my own stories while working on the theme of climate change and indigenous peoples at community, national and global levels since 2009.

WORKING COOPERATIVELY WITH SCHOOL SYSTEMS TO INTEGRATE CLIMATE CHANGE EDUCATION WITH A LOCAL CONTEXT INTO SCHOOL SYSTEM CURRICULUM

2017 ◽  
Author(s):  
Jaime Bunting ◽  
Jaime Bunting ◽  
Krysta Hougen ◽  
Krysta Hougen ◽  
Mary Helen Gillen ◽  
...  
Keyword(s):  
Climate Change ◽  
Public Schools ◽  
Global Climate ◽  
Climate Science ◽  
Sixth Grade ◽  
School Curriculum ◽  
Local Context ◽  
School Systems ◽  
Climate Change Education ◽  
Education Assessment

In the Chesapeake Bay watershed, Audubon has worked with local school systems to integrate climate science units into upper elementary and middle school curriculum. Pickering Creek Audubon Center worked closely with public schools to implement grade-wide climate programming with students in fifth and sixth grade. Through participation in the Maryland and Delaware Climate Change Education, Assessment, and Research project and the National Oceanic and Atmospheric Association’s Climate Stewards Education Project we are sharing these successes with statewide partners and working towards implementing climate change curriculum more broadly across the state. Through academic and teacher professional development programs, Pickering Creek Audubon Center educators train teachers on integrating climate science into their current lessons and review and collaborate on parts of the program teachers will lead in the classroom. Students are connected to climate change through a series of engaging in class and field activities over the course of several weeks. With the term “global climate change” making climate change seem more like a global problem and less like a local problem, Pickering Creek educators use wetlands and birds as examples of local habitats and wildlife impacted by climate change. Through these lessons led by Pickering Creek Audubon Center educators and augmented by material covered by classroom teachers, students get a thorough introduction into the mechanism of climate change, local impacts of climate change on habitats and wildlife, and actions they can take as a community to mitigate the effects of climate change.

scholarly journals Attributes of Weathercasters Who Engage in Climate Change Education Outreach

2018 ◽  
Vol 10 (3) ◽  
pp. 487-500 ◽  
Author(s):  
David R. Perkins IV ◽  
Teresa Myers ◽  
Zephi Francis ◽  
Raphael Mazzone ◽  
Edward Maibach
Keyword(s):  
Climate Change ◽  
Scientific Information ◽  
Participation Rate ◽  
Climate Science ◽  
The United States ◽  
Climate Change Education ◽  
Local Climate ◽  
Local Climate Change ◽  
Resource Program ◽  
Education Outreach

Abstract This research explores the role of weathercasters as local climate change educators and identifies attributes of those who present climate science to their viewers. In 2015, the authors attempted to survey all television weathercasters currently working in the United States (n = 2128); 478 participated, yielding a 22.5% participation rate. Using logistic regression to identify attributes of weathercasters who report on climate change on-air, it was found that the strongest predictors were participation in Climate Matters (a climate change reporting resource program) (β = 1.01, p < 0.001), personal interest in reporting on climate change (β = 0.93, p < 0.001), age (higher rates of reporting among older weathercasters) (β = 0.301, p < 0.05), and number of climate reporting interests (β = 1.37, p < 0.05). Linear regression was used to identify attributes of weathercasters who showed the most interest in climate change reporting. Weathercasters most interested in reporting about climate change on-air were more certain that climate change is happening (β = 0.344, p < 0.001), were convinced climate change is human caused (β = 0.226, p < 0.001), were older (β = 0.157, p < 0.001), and found the Third National Climate Assessment to be useful (β = 0.134, p < 0.05). Weathercasters who are personally motivated to seek and share broad scientific information, acting as “station scientists,” appear to be those who are also proactive in sharing climate change information. Assisting motivated weathercasters with programs that reduce barriers to climate change education outreach complements their abilities to educate the public regarding climate change science.

scholarly journals Enhancing climate governance through indigenous knowledge: Case in sustainability science

2016 ◽  
Vol Volume 112 (Number 3/4) ◽  
Author(s):  
Nelson Chanza ◽  
Anton de Wit ◽  
◽  
Keyword(s):  
Climate Change ◽  
Indigenous Knowledge ◽  
Sustainability Science ◽  
Climate Change Impacts ◽  
Climate Science ◽  
Change Strategies ◽  
Climate Governance ◽  
Mitigation And Adaptation ◽  
Analytical Review ◽  
Mitigation And Adaptation Strategies

Abstract The current tempo of climate change strategies puts the notion of sustainability in question. In this philosophy, mitigation and adaptation strategies ought to be appropriate to the sectors and communities that are targeted. There is a growing realisation that the effectiveness of both strategies hinges on climate governance, which also informs their sustainability. The application of the climate governance concept by the technocratic divide (policymakers and climate practitioners) to communities facing climate change impacts, however, is still a poorly developed field, despite extensive treatment by academia. By drawing heavily from conceptual and analytical review of scholarship on the utility of indigenous knowledge (IK) in climate science, these authors argue that IK can be deployed in the practice of climate governance. It reveals that the merits of such a deployment lie in the understanding that the tenets of IK and climate governance overlap and are complementary. This is exhibited by examining the conceptual, empirical and sustainability strands of the climate governance-IK nexus. In the milieu of climate change problems, it is argued that the basic elements of climate governance, where actions are informed by the principles of decentralisation and autonomy; accountability and transparency; responsiveness and flexibility; and participation and inclusion, can be pragmatic particularly to communities who have been religiously observing changes in their environment. Therefore, it becomes necessary to invigorate the participation of communities, with their IK, in designing climate change interventions, which in this view can be a means to attain the objectives of climate governance.

scholarly journals Earth Observation as a Facilitator of Climate Change Education in Schools: The Teachers’ Perspectives

2021 ◽  
Vol 13 (8) ◽  
pp. 1587
Author(s):  
Panagiota Asimakopoulou ◽  
Panagiotis Nastos ◽  
Emmanuel Vassilakis ◽  
Maria Hatzaki ◽  
Assimina Antonarakou
Keyword(s):  
Climate Change ◽  
Forest Fires ◽  
Teaching Practice ◽  
Hot Spot ◽  
Climate Change Impacts ◽  
Climate Science ◽  
Earth Observation ◽  
Climate Change Education ◽  
Global Issues ◽  
Teachers Perspectives

Climate change education (CCE) fosters the skills and behavioral patterns of students in regards to climate-related challenges and risks. Despite its importance, the integration of CCE in schools is challenging due to the interdisciplinary nature of climate science and the obstacles and demands of everyday school reality. Here, we examine the case of satellite Remote Sensing (RS) for Earth Observation (EO) as an innovative tool for facilitating CCE. We focus on Greece, a country that, despite being a hot spot for climate change, shows a low level of CCE integration in schools and awareness for EO-based educational resources. Based on interviews with in-service teachers, our research reveals the following: (a) there is a high interest in how satellites depict environmental phenomena; (b) EO is considered an efficient vehicle for promoting CCE in schools because it illustrates climate change impacts most effectively; (c) local natural disasters, such as intense forest fires and floods, are more familiar to students and, thus, preferable for teaching when compared to global issues, such as the greenhouse effect and sea level rise; and (d) educators are in favor of short, hands-on, EO-based activities (also known as “activity-shots”), as the most useful material format for integrating climate change topics in their everyday teaching practice.

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