Climate change is complex and there is a need to educate our future generations so that they are able to deal with the plethora of information and views that they come into contact with in their lives. This book inquires into what it means to teach and learn about climate change.
Now in its second edition, Chang further explores what education for climate change entails, discussing the concept of climate change education (CCE) itself, how it is taught in schools and how public education is being carried out. Featuring updated literature in a quickly advancing field, the book defines CCE for the global citizen and looks at pedagogies supporting CCE. It also identifies teachers as key stakeholders in climate change discourse, how to improve teacher readiness on the topic and how teacher professional development can support successful implementation of CCE.
This book will be invaluable to climate change educators and can act as a reference resource for teachers, education policymakers and public education agencies.
Author(s): Chang Chew Hung
Series: Routledge Research in Education
Edition: 2
Publisher: Routledge
Year: 2022
Language: English
Pages: 245
City: London
Cover
Half Title
Series page
Title Page
Copyright Page
Table of Contents
List of Figures
List of tables
Preface
Chapter 1: Introduction
Is there a climate change debate?
Climate change and Singapore
Climate change and what it means for education
Chapter 2: Defining climate change education for the global citizen
Education for sustainable development and environmental education
Education for sustainable development
Environmental education
State of CCE around the world
State of CCE at the national and local scales
Case example of CCE at the national and local scales in Singapore
Climate change education among the public
Conceptualising climate change education
Summary
Chapter 3: Climate change education in the formal curriculum
CCE in the formal curriculum
CCE in the school curriculum in Singapore
Formal curriculum in Singapore
CCE through school subjects
Holistic education versus academic agenda
Chapter 4: What do students know about climate change?
What do students know about climate change?
Case study: Singapore
Baseline study of students’ knowledge about climate change
The learning of climate change
Causes of climate change
Effects of climate change
Climate change management strategies
Students’ range of cognitive and affective engagement in climate change
Students’ understanding and misconceptions
Sources of misconceptions
Attitudes and behaviour
The gap between attitudes and behaviour
Engagement in learning about climate change
Disengagement towards climate change learning
Self-assessment of own knowledge
Involvement and ownership in climate change mitigation
Non-involvement in mitigating climate change
Correlations between factors
The context of environmentalism in Singapore
Correcting student’s misconceptions about climate change
Summary of what students know, believe and do about climate change
Chapter 5: Pedagogies for successful implementation of CCE
Pedagogies for CCE
Focusing on correcting misconceptions
How do we correct misconceptions?
Refutation text and instruction
Refutation instruction
Natural greenhouse effect
Enhanced greenhouse effect
Climate change
Effects of climate change
Which pedagogy should I choose?
Summary
Chapter 6: Preparing teachers for CCE
What do teachers know about climate change?
Teacher readiness in Singapore
Implementing a CCE curriculum
Classroom instruction for CCE
Perception of students’ learning
General impressions about CCE
Case study of teachers’ understanding of the topic of climate change
Knowledge about climate change
Causes of climate change
Effects of climate change
Managing climate change
Challenges to effective teaching
Misconceptions
Concepts are too abstract
The scope for teaching climate change is too broad
Insufficient curriculum time
Teaching resources
Receptivity of students to the topic
Lack of family and societal support in reinforcing students’ learning
Climate change is just one of many concerns
Efficacy of assessment
Suggestions on how best to teach climate change
Be wary of duplication
Walk the talk
Do not teach just for exams
Look at the facts closely
Trust your students
Be relevant
Alternative means of teaching
Curriculum on climate change
Teacher education for CCE
Teacher preparation for CCE
Determining what to teach for CCE
Activities of the workshop
Conceptual change as a means to teach about climate change
Conceptual change for teacher professional development
Beyond workshops and seminars – lesson study as a method
Summary
Chapter 7: Assessment in CCE
What makes for good assessment in CCE?
Incorporating consequential validity through changing the assessment type
Assessment of and for CCE – what are the goals?
Backward design to support assessment for learning CCE
Assessment of and for CCE in Singapore
Summary
Chapter 8: Lessons from CCE for public education
Informal CCE in Singapore
CCE efforts by public institutions
Government agencies
Partnerships
Competitions
Non-governmental organisations
Local educational institutions
Private organisations
Events
How can public education bring about pro-climate behaviour?
Summary and discussion
Chapter 9: CCE, environmental education and sustainability education through geographical education
Teaching EE, ESD and CCE
The purpose of geographical education
Geographical competencies for EE, ESD and CCE
CCE and the school geography curriculum
Chapter 10: Is CCE relevant for the global citizen in these critical times?
Uncertainty and debates about climate change
Framing our understanding of climate change education
Determining student readiness in learning about climate change
Preparing teachers to teach climate change
Public informal education to supplement formal education
Résumé – action for our common environmental future
Bibliography
Index
