Готові списки джерел за темами / Climate change pedagogies

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Добірка наукової літератури з теми "Climate change pedagogies"

Автор: Grafiati
Опубліковано: 24 січня 2025

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Статті в журналах з теми "Climate change pedagogies"

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Bartlett, M’Lis, Jordan Larson, and Seneca Lee. "Environmental Justice Pedagogies and Self-Efficacy for Climate Action." Sustainability 14, no. 22 (2022): 15086. http://dx.doi.org/10.3390/su142215086.

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Анотація:
As institutions of knowledge and innovation, colleges and universities have a responsibility to prepare students to lead in a world impacted by climate change. While sustainability and climate change have been increasingly addressed on campuses, several aspects of typical climate change education, such as the use of fear appeals, and crisis narratives, have served to disempower and disengage students from the issue. Evidence suggests that incorporating justice-oriented concepts and pedagogies may help students build the skills and confidence to engage in complex social concerns. This qualitati
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Tang, Kuok Ho Daniel. "Reflection of an Online Climate Change Course and Its Pedagogies: Retrospection and Prospect." Acta Pedagogia Asiana 2, no. 1 (2022): 1–13. http://dx.doi.org/10.53623/apga.v2i1.104.

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Анотація:
The impetus to raise awareness and impart positive attitude change toward climate action as one of the sustainability goals has catalyzed the introduction of climate change courses in universities, particularly in developing countries. An online climate change course has been developed and delivered as an elective to the first-year students of a university in China. A reflection of the course in terms of its teaching and learning and assessment was conducted based on the Gibbs’ Reflective Cycle with SWOT employed for evaluation and analysis of the experience. The course has the strength of inc
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3

Liu, John Chung-En, and Andrew Szasz. "Now Is the Time to Add More Sociology of Climate Change to Our Introduction to Sociology Courses." Teaching Sociology 47, no. 4 (2019): 273–83. http://dx.doi.org/10.1177/0092055x19862012.

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Анотація:
Sociology has been slow in responding to the challenge of climate change. In this conversation, we advocate adding more climate change content to Introduction to Sociology courses. To support our arguments, we present data from a content analysis of the top 11 best-selling introductory textbooks in the United States, demonstrating that environmental concerns are usually relegated to the end of books, which provide little (and sometime errant) content. Climate change gets even less attention, and there has been little change to textbook content over time. To correct such deficiencies, we sugges
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Humphreys, David. "Pedagogies of Change: Rethinking the Role of the University During the Climate Emergency." International Journal of Environmental, Cultural, Economic, and Social Sustainability: Annual Review 15, no. 1 (2019): 53–70. http://dx.doi.org/10.18848/1832-2077/cgp/v15i01/53-70.

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AlQallaf, Noor, Dalia W. Elnagar, Sherif G. Aly, Khalil I. Elkhodary, and Rami Ghannam. "Empathy, Education, and Awareness: A VR Hackathon’s Approach to Tackling Climate Change." Sustainability 16, no. 6 (2024): 2461. http://dx.doi.org/10.3390/su16062461.

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Анотація:
Climate change education is crucial for fostering informed and engaged future generations. However, traditional pedagogies often fail to engage learners fully and provide real-world, experiential learning. This paper presents a novel approach to climate change education through a three-day virtual reality (VR) hackathon. The hackathon focused on four United Nations (UN) Sustainable Development Goals (SDGs)—Quality Education, Affordable and Clean Energy, Sustainable Cities and Communities, and Climate Action. Using VR technology and game design software, engineering students worked in teams. Th
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Bowman, Benjamin, and Chloé Germaine. "Sustaining the old world, or imagining a new one? The transformative literacies of the climate strikes." Australian Journal of Environmental Education 38, no. 1 (2022): 70–84. http://dx.doi.org/10.1017/aee.2022.3.

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Анотація:
AbstractIn this article, we consider the climate strikes in the context of intergenerational narratives that de/limit young people’s political subjectivities and imaginaries concerning climate change. Considering the strikes alongside other youth-led responses to the crisis, we reconsider the question of young people’s climate change ‘literacy’ and posit that young people’s literacies are characteristically transformative. Despite their broadly transformative nature, however, the climate change literacies of young people remain bound up in a complex, adult-centred discursive framework that lim
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Suryati, Suryati, Dwi Pangga, Habibi Habibi, and Irham Azmi. "Digital Pedagogical Model Based on Climate Change Issues Integrated with Virtual Reality Technology to Enhance Students' Critical Thinking and Climate Change Awareness." International Journal of Ethnoscience and Technology in Education 2, no. 1 (2025): 1. https://doi.org/10.33394/ijete.v2i1.14054.

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Анотація:
Climate change education is crucial for equipping students to tackle pressing global challenges, yet traditional methods often fail to foster critical thinking (CT) and awareness. This study aimed to develop a digital pedagogical model based on climate change issues integrated with Virtual Reality (VR) technology to enhance students' CT and climate change awareness. The research employed a Research and Development (R&D) approach, involving validation, practicality testing, and effectiveness evaluation. Validity data were obtained through expert validation (involving five validators), while
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Kiers, A. Haven, David de la Peña, and N. Claire Napawan. "Future Directions—Engaged Scholarship and the Climate Crisis." Land 9, no. 9 (2020): 304. http://dx.doi.org/10.3390/land9090304.

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Анотація:
Climate change has the potential to disrupt ecosystem services and further exacerbate the effects of human activities on natural resources. This has significant implications for educational institutions and the populations they serve. As the current crop of landscape architecture students struggles to define its role within the climate crisis and its related social and political underpinnings, a core mission of colleges and universities moving forward should be to provide students with applied knowledge about how climate change affects the landscape. This goes beyond coursework in climate scie
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Szczepankiewicz, Elżbieta Izabela, Jan Fazlagić, and Windham Loopesko. "A Conceptual Model for Developing Climate Education in Sustainability Management Education System." Sustainability 13, no. 3 (2021): 1241. http://dx.doi.org/10.3390/su13031241.

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Анотація:
Climate change issues are multi-faceted and transcend different parts of society and the economy; they expose future generations to life-long health risks. We have a responsibility to future generations. One way to shape the future is the appropriate design of education systems. In this article we argue that climate education requires a holistic approach which goes beyond classroom pedagogies. We argue that climate education should not be limited to interventions within the field of school curricula alone. We review the main elements of the system of education qualitatively, both at macro- and
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Trott, Carlie D., and Andrea E. Weinberg. "Science Education for Sustainability: Strengthening Children’s Science Engagement through Climate Change Learning and Action." Sustainability 12, no. 16 (2020): 6400. http://dx.doi.org/10.3390/su12166400.

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Анотація:
Scientists and sustainability scholars continue to make urgent calls for rapid societal transformation to sustainability. Science education is a key venue for this transformation. In this manuscript, we argue that by positioning children as critical actors for sustainability in science education contexts, they may begin to reimagine what science means to them and to society. This multi-site, mixed-methods study examined how children’s climate change learning and action influenced their science engagement along cognitive, affective, and behavioral dimensions. For fifteen weeks, ten- to twelve-y
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Дисертації з теми "Climate change pedagogies"

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Kelly, Ute, and Rhys H. S. Kelly. "Becoming vulnerable in the era of climate change: Questions and dilemmas for a pedagogy of vulnerability." Information Age Publishing, 2019. http://hdl.handle.net/10454/17547.

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Анотація:
Yes<br>This chapter aims to be both an exploration and an example of (or an experiment with) a ‘pedagogy of vulnerability’. It reports and reflects on efforts to create spaces for co-inquiry with students, as attempts to both escape the limits of traditional pedagogic relationships and to create spaces and opportunities for deeper learning. We consider how or whether the central premise of a ‘pedagogy of vulnerability’ – that purposeful and selective acts self-disclosure by teachers can help build the conditions of trust and care needed for dialogue around emotionally and politically challengi
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Sternäng, Li. "Ethical and normative reasoning on climate change : Conceptions and solutions among students in a Chinese context." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-56033.

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Анотація:
Previous research in environmental education and learning has mainly concerned students’ understanding of natural scientific knowledge, whereas research on the influence of other knowledge in learning environmental issues is marginal. Also, the interest in most studies investigating students’ natural scientific knowledge has been to capture constraints in students’ understanding, hence investigations of students’ meaning making are rare. The main objective of this thesis was to explore individual students’ reasoning regarding climate change, and the influence of knowledge on their reasoning. I
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Naunova, Kristina. "Education for Sustainable Development for Everyone: Massive Open Online Courses and global, climate literate, sustainable citizens." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-353146.

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Анотація:
This thesis contributes to knowledge about how Massive Open Online Courses (MOOCs) as educational online platforms can be utilized in achieving the purposes of Education for Sustainable Development (ESD). Starting out from a view that, in the face of global challenges every individual is an important actor with agency to drive for necessary social changes, the overall ambition of this thesis is to investigate the role of MOOCs, as a specific form of online learning, in empowering and enabling learners to acquire the competences needed to take responsible actions and informed decisions in a rap
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Ignell, Caroline. "Exploring changes of conceptions, values and beliefs concerning the environment : A longitudinal study of upper secondary school students in business and economics education." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-147639.

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Анотація:
This thesis examines students’ understanding of economic aspects of global environmental problems. The first aim is to identify and characterise changes in business and economics students’ conceptions of negative environmental effects and pricing goods and services. The second aim is to identify and characterise changes in students’ values, beliefs and personal norms regarding effective solutions to climate change problems. Three studies were carried out with students in Swedish upper secondary schools. The first study used an open-ended questionnaire and is presented in Article I. The second
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Andersson, Mattias. "Medvetenheten om klimatfrågan bland elever i gymnasieskolan och vuxenutbildningen : En empirisk pilotstudie." Thesis, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-82735.

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Анотація:
The purpose is to study, in a pilot survey, the consciousness of climate change among pupils in secondary school and in adult education. These are the research questions: - What consciousness of climate change do the pupils have? - What are the differences in respect of climate change consciousness between men and women, pupils in adult education and in upper secondary school and pupils in pre-university programmes and in vocational programmes? ”Climate Change Consciousness” is constructed as a concept consisting of ecological, social and economic dimension as well as the components knowledge,
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Книги з теми "Climate change pedagogies"

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Cole, Mike. Climate Change the Fourth Industrial Revolution and Public Pedagogies. Taylor & Francis Group, 2020.

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Cole, Mike. Climate Change the Fourth Industrial Revolution and Public Pedagogies. Taylor & Francis Group, 2021.

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Yadav, Madhura. Responsible Pedagogies in Architecture: Combating Climate Change. Cambridge Scholars Publishing, 2023.

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Climate Change, the Fourth Industrial Revolution and Public Pedagogies: The Case for Ecosocialism. Taylor & Francis Group, 2020.

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Cole, Mike. Climate Change, the Fourth Industrial Revolution and Public Pedagogies: The Case for Ecosocialism. Taylor & Francis Group, 2020.

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Cole, Mike. Climate Change, the Fourth Industrial Revolution and Public Pedagogies: The Case for Ecosocialism. Taylor & Francis Group, 2020.

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Cole, Mike. Climate Change, The Fourth Industrial Revolution and Public Pedagogies. Routledge, 2020. http://dx.doi.org/10.4324/9781003051411.

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Warden, Claire Helen. Green Teaching: Nature Pedagogies for Climate Change and Sustainability. Corwin Press, 2022.

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Warden, Claire Helen. Green Teaching: Nature Pedagogies for Climate Change and Sustainability. Corwin Press, 2022.

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Cole, Mike. Climate Change, the Fourth Industrial Revolution and Public Pedagogies: The Case for Ecosocialism. Taylor & Francis Group, 2020.

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Частини книг з теми "Climate change pedagogies"

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Hung, Chang Chew. "Pedagogies for successful implementation of CCE." In Climate Change Education, 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003093800-5.

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Japanwala, Natasha. "Adaptation, Migration, Advocacy. A Climate Change Curriculum for Out-of-School Children in Badin, Sindh." In Education and Climate Change. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_5.

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Анотація:
AbstractThis chapter identifies the urgency for climate change education in vulnerable communities that are already experiencing the effects of climate change-related disasters. Designing curricula for vulnerable communities, in this case out-of-school youth in Badin, a rural district in Pakistan’s Sindh province, demands a focus on strategies that can be leveraged for survival. This chapter illustrates the need to match curriculum design with research and reportage about the needs communities are facing. In Badin, where the local economy is driven by agriculture and threatened by the salinization of land as well as an increased risk to flooding, the possibility of migration is real. This shifts our understanding of what adaptation and mitigation mean for this population—youth need to be prepared not only to survive where they are, but to survive where they might end up.Vulnerable communities tend to reside in districts where the rates of literacy, school enrolment and retention are low—this is certainly the case in Badin. This curriculum had to rely on pedagogies for which literacy was not a pre-requisite. Project-based learning provided a unique solution to the conundrum of designing a no-literacy curriculum to teach strategies for survival in a community where best practices for adaptation, mitigation or migration have not yet been established: it allowed youth to work in teams, building their social and collaborative skills, to develop their own solutions and recognize the power of their own voice to advocate for their rights.
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Rappleye, Jeremy, Hikaru Komatsu, and Iveta Silova. "Re-thinking Pedagogies for Climate Change Activism: Cognitive, Behaviorist, Technological, or Cultural?" In Handbook of Children and Youth Studies. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-8606-4_127.

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Rappleye, Jeremy, Hikaru Komatsu, and Iveta Silova. "Re-thinking Pedagogies for Climate Change Activism: Cognitive, Behaviorist, Technological, or Cultural?" In Handbook of Children and Youth Studies. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-4451-96-3_127-1.

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Blikstein, Paulo. "If We Could Start from Scratch, What Would Schools Look like in the Twenty-First Century? Rethinking Schools as a Locus for Social Change." In Makers at School, Educational Robotics and Innovative Learning Environments. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_6.

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Анотація:
AbstractToday’s debate about education is prone to focusing on system optimization, test score improvement, and budgetary concerns. However, education is much more: it is primarily about a vision for our societies. As we think about a new vision, it has to speak to the ethos of our time. Today’s youth are heavily focused on social change, addressing global problems such as climate change, systemic racism, and economic inequality. This requires new content and pedagogies. Thus, schools should be rebuilt to support such endeavors, emphasizing ways of learning in which students have more agency and learning is more relevant. Currently, the schools where this work is possible are most typically located in affluent countries and regions. We should work to democratize the possibility of “learning how to change the world,” making public schools a viable locus for fostering social change.
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Martin, B. E., and P. G. Mahaffy. "Using Visualizations of the Science Behind Climate Change To Change the Climate of Science Teaching." In Pedagogic Roles of Animations and Simulations in Chemistry Courses. American Chemical Society, 2013. http://dx.doi.org/10.1021/bk-2013-1142.ch017.

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Singh, J. P. "Pedagogies for Cultural Change." In The Oxford Handbook of International Studies Pedagogy. Oxford University Press, 2024. http://dx.doi.org/10.1093/oxfordhb/9780197544891.013.15.

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Abstract How does (or should) the international relations classroom respond to a time of cultural change? To prepare the international relations practitioners for tomorrow, this chapter suggests addressing cultural changes through immersive understandings with borrowings from arts and anthropology, both known for interpreting cultural meanings. International relations represents cultural meanings about the world and frequently analyzes the cultural origins of the discipline. Culture is about the constitution of symbols, meanings, and rituals, and the institutions that support them. International relations arose as a formal discipline in the twentieth century when cultural meanings of global politics were defined through European great power rivalries and subsequently the multilateral institutions that arose after World War II. The current cultural changes include new forms of international interactions shaped through artificial intelligence and digital technologies, reckoning with global exclusions through oppressive structures such as racism, and existential crises such as climate change and pandemics. Three cultural techniques relevant for international relations are discussed: cultural immersions that enable reflexivity, multimodal techniques that enable complex consciousness of human interactions, and ethnographies that enable listening for building theoretical repertoires. Taken together, the techniques develop a critical consciousness about the world to recognize and adapt to cultural change through problem solving.
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Nxumalo, Fikile, and Libby Berg. "Conversations on climate change pedagogies in a Central Texas kindergarten classroom." In Teaching Climate Change in the United States. Routledge, 2020. http://dx.doi.org/10.4324/9780367179496-4.

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Beach, Richard W., and Blaine E. Smith. "Using Digital Tools for Studying About and Addressing Climate Change." In Handbook of Research on Integrating Digital Technology With Literacy Pedagogies. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0246-4.ch015.

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Анотація:
Grounded in research-based examples, this chapter provides a resource for students, teachers, and researchers to critically engage with issues of climate change through leveraging the affordances of digital tools. In particular, the authors discuss the affordances and challenges of students using digital tools to address climate change. They also review research in this field, including studies on visualizations, analyzing information, social media, digital videos, digital role-play, video games, and virtual and augmented reality. The chapter describes how digital tools offer meaning-making possibilities for students to propose solutions to climate change through engaging multimodal narratives, as well as share their voices through digital activism. Considering that global climate change is perhaps the most serious problem human beings have ever faced, this chapter offers implications for curriculum and instruction to aid educators with designing digital projects for students to understand climate change and find ways to take a stand.
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Cole, Mike. "Introduction." In Climate Change, The Fourth Industrial Revolution and Public Pedagogies. Routledge, 2020. http://dx.doi.org/10.4324/9781003051411-1.

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Тези доповідей конференцій з теми "Climate change pedagogies"

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Alonso, Cristina Parreño. "The Deep Time Project on Climate Change." In 2021 ACSA Teachers Conference. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.teach.2021.12.

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Effectively acting upon our most urgent crises requires a profound understanding of how to mentally inhabit the timescales at which they operate. This paper discusses the Deep Time Project on Climate Change, a new pedagogical experiment that aims to radically expand architecture’s time sensibilities under the premise that, as the geological actors that we have become, we must develop the deep time literacy demanded by the great challenge of becoming true planetary stewards. The argument is that the unprecedented global challenges we are facing today demand a paradigmatic shift in time percepti
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Campbell, Baylen, Brent Sturlaugson, Jeff Fugate, and Rebekah Radtke. "Climate Resilience through Community Resilience: A Model for Engaged Design from Coal Country." In 112th ACSA Annual Meeting. ACSA Press, 2024. http://dx.doi.org/10.35483/acsa.am.112.85.

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In 2021, the authors launched Climate Resilience through Community Resilience, a multi-year engagement in Central Appalachia between the University of Kentucky’s Studio Appalachia and Hazard KY, approximately two-hours away. Challenging the traditional expert-client relationship, the initiative aligns local expertise, community leadership, and design capacity to address both historical disinvestment and the compounding effects of climate change in the region through sustained engagement and participatory design. There are multiple examples of design pedagogies with robust components of communi
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Sarkar, Sanchar. "Impact of Climate Change in Threshold Environments of India: A Pedagogical Framework for Experiential Learning." In 5th World Conference on Arts, Humanities, Social Sciences and Education. Eurasia Conferences, 2024. http://dx.doi.org/10.62422/978-81-968539-1-4-007.

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Анотація:
This presentation will focus on the conceptualization of an experimental approach that analyses how high school students from urban metropolises in India immerse in, interact with and experience complex issues of climate change in threshold environments. Threshold environments are specific geographical locations that undergo the immediate effects of natural disasters and are rendered vulnerable to continual disintegrations by the forces of nature. The presentation emphasizes the requirement of a pedagogical framework in academia that enables high school students from cities and urban metropoli
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Gamez, Jose L. S. "Urban Instrumentality: Pedagogy in an Era of Ecological Design Challenges." In 2018 ACSA International Conference. ACSA Press, 2018. http://dx.doi.org/10.35483/acsa.intl.2018.36.

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Анотація:
In 2014, NASA projected higher than previously predicted irreversible climate changes that will result in sea levels rising 1 to 2 meters worldwide by 2100. Along the way, according to the Lon-don School of Economics’ Urban Age Project, the global population will become 75% urbanized by 2050; much of this urbanization is occurring in developing countries, which will account for approximately 4 out of every 5 city dwellers—often in coastal locations. This combination of rapid urbanization and environmental change requires a reinterpretation of development, architecture, and ecology in which an
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Smith, Jennifer. "The Unsiloing. Design Theory + Praxis." In 2022 AIA/ACSA Intersections Research Conference. ACSA Press, 2022. http://dx.doi.org/10.35483/acsa.aia.inter.22.11.

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While design education and practice are increasingly specialized, even hyperspecialized1, synchronous with technological advancements and robust building systems, contemporary wicked problems of climate change, social inequities, and land use development practices require additional designers who work between disciplines to develop emergent fields of study. Interdisciplinary and transdisciplinary design are critical in undergraduate education and professional practice as they promote diverse typological responses, rather than advocating for physical and nonphysical artifacts nested within trad
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Steinmuller, Antje. "Learning the Commons." In 2023 ACSA/EAAE Teachers Conference. ACSA Press, 2023. http://dx.doi.org/10.35483/acsa.teach.2023.19.

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As environments and resources are increasingly threatened by climate change and economic austerity measures the commons have received new attention as an alternative form of ownership and governance. Sparked by a loss of confi¬dence in the state as the steward of resources, and in the free market as provider of goods and services, today’s interest in the commons is rooted in their promise of a more equitable distribution of spatial and material resources. For architects and urbanists, the commons as a project –as a site but also as a multiplicity of user-owners, and as a governance model – has
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Ghosn, Rania. "The Anthropocene Chamber: A Pedagogic Experiment in Climate Change Communication." In 108th Annual Meeting Proceedings. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.am.108.55.

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Анотація:
Climate change is not only a crisis of the physical environment but also a predicament of the cultural environment and in turn requires a renewed media strategy to make public such planetary concern. This essay considers the role of architectural media within the context of a pedagogic experiment called Earth on Display. The workshop deployed design research to engage in the difficult (and necessary) quest of climate change communication in museums of science and nature. In recent years, natural history museums have introduced climate change to their programming. The scientific language of suc
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Звіти організацій з теми "Climate change pedagogies"

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Vaughter, Philip, Ying-Syuan (Elaine) Huang, and Jonghwi Park. Climate Change Displacement and the Right to Education in Small Island Developing States. United Nations University Institute for the Advanced Study of Sustainability, 2023. http://dx.doi.org/10.53326/lnzk2579.

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Анотація:
This policy brief addresses issues of education rights in the context of climate change and potential climate change displacement for SIDS residents. Challenges to adapting learning systems in the context of climate change are common to many SIDS and other countries, but SIDS also face unique challenges due to their geography, culture, and economic activities. It provides the following recommendations to build the resilience of education systems in SIDS to meet the needs of people displaced by climate change: (i) build and maintain multiple facilities that can serve as evacuation centres so sc
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