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Teaching the future: climate change perspectives
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The effects of climate are being felt on all continents and are predicted to become more and more intense, with severe consequences for our economies and societies. To stop climate change from getting worse, the European Commission confirms we must take urgent climate action so that we can adapt to the changes happening now, and in the future, to limit the damage. Understanding the causes, effects and implications of climate change should thus be central to school education. Developing relevant, high quality teaching in schools will be fundamental for the future. This presentation presents the Teaching The Future project, inspired by the announcement made by the Italian Ministry of Education that, starting from 2021, a compulsory module on climate change Education would be will be introduced into all Italian schools. Teaching the Future believes innovative learning approaches afforded by citizen science can provide students with the tools to recognise complex macro-interactions of factors both on a local-to-global perspective and at a cross-disciplinary level.
Karl DonertFollow
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Teaching the future: climate change perspectives
- Teaching the Future Climate Change Perspectives Karl Donert https://teachingthefuture.eu
- KA2 - 2019-1-BE02-KA201-060212
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- KA2 - 2019-1-BE02-KA201-060212 Disappearing Glaciers
- KA2 - 2019-1-BE02-KA201-060212 Island Nations
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- KA2 - 2019-1-BE02-KA201-060212 Evidence of past climates
- KA2 - 2019-1-BE02-KA201-060212 Oxygen Isotope ratios
- KA2 - 2019-1-BE02-KA201-060212 Linking cosmic rays to volcanic eruptions and climate change Brink, Heinz- Juergen. (2019) Do Near-Solar-System Supernovae Enhance Volcanic Activities on Earth and Neighbouring Planets on Their Paths through the Spiral Arms of the Milky Way, and What Might Be the Consequences for Estimations of Earth’s History and Predictions for Its Future? International Journal of Geosciences 10(5): 563-575.
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- KA2 - 2019-1-BE02-KA201-060212 100 solutions to reverse global warming TED Talk https://www.ted.com/talks/chad_frischmann_ 100_solutions_to_reverse_global_warming
- KA2 - 2019-1-BE02-KA201-060212 Advocacy Training
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- KA2 - 2019-1-BE02-KA201-060212 Right to climate protection
- KA2 - 2019-1-BE02-KA201-060212 Politics and Governance
- KA2 - 2019-1-BE02-KA201-060212 Do politicians need to do more?
- KA2 - 2019-1-BE02-KA201-060212 Do politicians need to do more?
- KA2 - 2019-1-BE02-KA201-060212 Can education change perceptions?
- KA2 - 2019-1-BE02-KA201-060212 Can education change perceptions?
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- KA2 - 2019-1-BE02-KA201-060212 https://teachingthefuture.eu/
- KA2 - 2019-1-BE02-KA201-060212 Planned Project Results •An analysis of curriculum and the potential for teaching the future - climate education and using open data •An online climate data dashboard, as a teaching resource targeted at teachers, developed from an analysis of the resources and opportunities •An online teacher training course, focused on teaching about climate change with suggestions on how to embed climate education in different subjects, using scientific data and encouraging pupil engagement and active citizenship in local issues
- •Scientific literacy and numeracy seem to exacerbate worldview polarisation around climate change •social constructivism research paradigm asserts that knowledge is socially-constructed and, therefore, subject to human experience – involving life experiences, value systems and emotions •cultural factors are the dominate drivers of climate change perceptions and behaviours •Those with misconceptions extremely resistant to change Busch et al. (2019) Busch, K.C., Henderson, J.A. and Stevenson, K.T., 2019. Broadening epistemologies and methodologies in climate change education research. Environmental Education Research, 25(6), pp.955-971
- •Waldron et al. (2016) - the current way of teaching about climate change – as a geographical process with a focus on individual, private mitigation action – is not effective •suggest “a robust and justice-orientated educational response” •students have space for reflection and opportunities to engage in models of citizenship, emphasizing collective decision–making processes Busch et al. (2019) Busch, K.C., Henderson, J.A. and Stevenson, K.T., 2019. Broadening epistemologies and methodologies in climate change education research. Environmental Education Research, 25(6), pp.955-971
- 6 qualities of meaningful climate change education •alternative visions of the future and alternative approaches to education •accept and embrace complexity •incorporate multiple types of knowledge – wider disciplines, spiritual and emotional knowledge •re-orient towards justice – what is right •develop ecological worldviews – link human to the non-human world •recognise and support students as agents of change Greer and Glackin (2021) Greer, K. and Glackin, M., 2021. ‘What counts’ as climate change education? Perspectives from policy influencers. School Science Review, 103(383), pp.15-22
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- KA2 - 2019-1-BE02-KA201-060212 Clinate data online
- KA2 - 2019-1-BE02-KA201-060212 https://climatedata.imf.org/
- KA2 - 2019-1-BE02-KA201-060212 Bloomberg Green (2020) https://www.southpole.com/e s/news/bloomberg-green-a- new-global-multiplatform- news-brand-focused-on- climate-change
- KA2 - 2019-1-BE02-KA201-060212 Teacher training course •MODULE 1: CLIMATE – ADDRESSING THE CHALLENGE •MODULE 2: METHODOLOGIES FOR POWERFUL LEARNING •MODULE 3: ENCOURAGING STUDENTS’ ENGAGEMENT TO LOCAL ISSUES •MODULE 4: DATA, TOOLS AND RESOURCES
- KA2 - 2019-1-BE02-KA201-060212 Thankyou https://teachingthefuture.eu
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