By Chang Chew Hung
Climate swap is a arguable subject; a few humans assert that weather switch isn't really taking place, and others think that experiences are misguided, that when weather switch is going on, it could now not be as a result of human job. There also are weather alarmists who use IPCC stories to help their claims that erratic climate styles are end result of the weather switch because of human task. despite those diversified viewpoints, one truth could be agreed upon; weather switch is a fancy topic and there's a have to train destiny generations, permitting them to house the plethora of knowledge and perspectives that they are going to adventure of their lives.
This e-book explores what schooling for weather switch involves, discussing the idea that of weather swap schooling (CCE) itself, the way it could be taught in colleges and the way public schooling may be performed. It instructs what particular subject material to educate for CCE, and the way to judge the coed studying at the topic. Chapters include:
- CCE within the Formal Curriculum
- Teacher readiness for CCE
- Assessment for and of CCE
- Lessons from CCE for Public Education
Climate switch schooling is an exceptionally resource for an individual excited by instructing scholars on weather switch and in addition for these drawn to weather switch itself.
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Extra info for Climate Change Education: Knowing, doing and being
The legitimacy of geography as a subject in school curricula to be a vessel for the delivery of CCE is further strengthened by the inclusion of related environmental topics. Singapore is a low-lying island with a 190 km long coastline in 2012 (Wong, 2012). This is an 84 km increase from the 106 km long coastline in the 1970s due to land reclamation (Chia, Khan & Chou, 1988). Classified as a small island state by the IPCC, coastal resources could be severely compromised with the imminent threat of human-induced global warming related to climate change.
In short, what sort of learning outcome can we observe if a person is said to have learnt something about climate change? Historically, educators within a behavioral paradigm considered knowledge to be stored as part of the learner (or his or her memory) when something is learned. The theories regarding learning conditions, however, later evolved to incorporate cognitive psychology theories, specifically the information-processing model of cognition in which the conditions of the learner’s environment influence human performance as internal processes can be influenced by external conditions (Gagné, 1985; Gagné & Medsker, 1996).
Damico and Baidon (2011) discussed two essential skills, excavation and elevation, needed by students when examining texts about climate change. They then introduced a model, relational cosmopolitanism, for framing, understanding, learning and teaching climate change in middle school, secondary school and university level class-rooms. Another study was conducted with educated Americans about their beliefs and attitudes towards global change (Reynolds, Bostrom, Read & Morgan, 2010). This study differed from the others discussed here as it was conducted at two different times, one in 1992 and the other in 2009.
Climate Change Education: Knowing, doing and being by Chang Chew Hung