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Teaching the Future
Climate Change Perspectives
Karl Donert
https://teachingthefuture.eu
KA2 - 2019-1-BE02-KA201-060212
KA2 - 2019-1-BE02-KA201-060212
KA2 - 2019-1-BE02-KA201-060212
KA2 - 2019-1-BE02-KA201-060212
KA2 - 2019-1-BE02-KA201-060212
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Disappearing Glaciers
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Island Nations
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Evidence of past climates
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Oxygen Isotope
ratios
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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.
KA2 - 2019-1-BE02-KA201-060212
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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
KA2 - 2019-1-BE02-KA201-060212
KA2 - 2019-1-BE02-KA201-060212
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Right to climate protection
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Politics and Governance
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Do politicians need to do more?
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Do politicians need to do more?
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Can education change perceptions?
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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
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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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Teaching the future: climate change perspectives