This document discusses climate change education and resources for teaching about climate change. It describes a planned project that would create an online climate data dashboard for teachers, analyze how climate change can be taught across different subjects, and develop an online teacher training course on teaching climate change. The course would provide suggestions for embedding climate education in various subjects and encouraging student engagement through local issues. The document also reviews literature on effective approaches for climate change education, including incorporating multiple types of knowledge, a justice orientation, and supporting students as agents of change.
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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.
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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
36. •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
37. •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
38. 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