Keyword: climate change
5 results found.
Socio-Environmental Complexities of the Global South: a Historical, Decolonial, Eco-Socialist and a Freirean Environmental Educational View
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(3), e2285, https://doi.org/10.21601/ijese/12060
ABSTRACT: This paper aims to analyze contemporary socio-environmental complexities, such as climate change and the increasing socio-environmental impacts on different social classes. Moreover, it addresses the systematic way in which the Global North exploits natural and human resources, which oppresses the populations of the Global South, increasing social inequality and potentiating the climate crisis. The historical context of environmental degradation is a key driver of the analysis, aligned with the perceived idealization of infinite economic development, which shapes the capitalist system’s exacerbated productivism and industrial development in order to expand its profit through increased consumption and perpetuate inequality. By raising fundamental questions in the context of the climate crisis, which disproportionately affects the populations of Global South countries, –whether in the realization of environmental disasters or the recovery time after a catastrophe–we seek to analyze how the organizational logic of asymmetry between Global North-South countries is driven by years of colonization and imperialism. And we present, as options in the attempt to break with this unsustainable system, eco-socialism and Freirean environmental education.
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(1), e2263, https://doi.org/10.21601/ijese/11363
ABSTRACT: Bhutan aspires to achieve Gross National Happiness (GNH) through sustainable environmental conservation and socioeconomic development. However, the country is facing increasing environmental challenges. Education is considered to be a key component in a range of efforts to remediate current environmental threats in Bhutan. As part of this agenda, the optional school subject of Environmental Science was introduced in 2015 for Classes IX–XII with the aim of equipping young people with the knowledge and values to protect the environment and promote sustainable and equitable use of natural resources in the pursuit of GNH. This paper focuses on the qualitative aspect of a broader mixed-method research project that explored the effective implementation of Environmental Science in secondary schools in the Samtse region of Bhutan. This study answers the research question: “What are teachers’ and students’ views about environmental problems in Bhutan?” Drawing on interviews of 14 teachers and 194 students engaged in Environmental Science, the results showed that participants were aware of various environmental problems; however, they lacked knowledge and awareness about climate change issues in Bhutan. The results suggest the need for more emphasis on climate change education in Bhutan. The student participants believed in collectivism to address the environmental challenges, indicating a strong cultural influence that schools could leverage to address sustainability issues through community participation.
Localizing Discussions of Climate Change Effects May Not Increase Students' Willingness to Engage in Pro-Environmental Behavior
Interdisciplinary Journal of Environmental and Science Education, 2021, 17(4), e2257, https://doi.org/10.21601/ijese/11149
ABSTRACT: While acceptance of the reality of climate change is rising among the U.S. population, there still exists an inconsistent willingness of individuals to engage in pro-environmental behaviors (WPEB) to mitigate anthropogenic drivers of warming. Decreasing the temporal and spatial psychological distance between the adverse effects of climate change and students' home communities is one proposed approach that environmental science teachers can take to motivate students to take up attitudes to engage in pro-environmental action. This study used data from a large public survey of Americans' perceptions of climate change to better understand whether existing conceptions of the distance of the effects of climate change affects self-reported WPEB. Two ordinal logistic regression models were constructed to compare temporal distance of effects and spatial distance of effects respectively to the WPEB construct. Both models showed the inverse of the expected relationship, where participants who perceived the effects of climate change as more psychologically distant displayed a greater WPEB. These finding suggest that localizing discussions of climate change alone may not be sufficient to increase students' WPEB.
Interdisciplinary Journal of Environmental and Science Education, 2021, 17(4), e2251, https://doi.org/10.21601/ijese/10982
ABSTRACT: Teaching is successful only when learning (a change in behaviour) is achieved. Diverse effective strategies are employable by teachers to facilitate students’ learning within the formal context of climate change education (CCE), covering the cognitive, affective and psychomotor domains corresponding to the head, heart and hands model. This quantitative study adopts a descriptive survey research design to assess teachers’ expressed capacity building needs in order to ascertain gaps pertaining to effective teaching strategies related to the CCE-infused curriculum in Enugu state. A total of 410 in-service public secondary school teachers serve as respondents in this study, spread across four education zones within the study area. A self-developed questionnaire served as the instrument for data collection in this study. This instrument passed face validity and reliability tests (Alpha = .84). Descriptive statistics, mean, mean differences tests and exploratory factor/dimension reduction analyses were applied to analyze data. Overall, teachers expressed high capacity building need in most of the CCE strategies listed, irrespective of tested teacher variables. Also, the results show two underlying factors/themes under which capacity building needs on the listed CCE strategies are grouped – innovative, learner-centered/inclusive teaching strategies and the use of instructional materials/media. Inference drawn from findings is that learner-centered strategies/media are lacking in CCE, which would inhibit students’ learning about climate change. If the current trend is disregarded, achieving holistic CCE as captured by the head, heart and hands model will be unattainable and with severe consequences on the future of the earth’s environment.
Impact of an inquiry-based science activity about climate change on development of primary students’ investigation skills and conceptual knowledge
Interdisciplinary Journal of Environmental and Science Education, 2020, 16(4), e2225, https://doi.org/10.29333/ijese/8554
ABSTRACT: Climate change is one of the major challenges facing society today and more effective education is needed on this topic. This study analysed the effects of an inquiry-based science activity about climate change effects in ocean ecosystems, done in a research laboratory and in the classroom, on primary students’ knowledge, investigation skills and satisfaction. Data were collected through the application of pretests and posttests, direct observation, questionnaires, interviews and document analysis. Results revealed an increase in students’ scientific knowledge and application to new situations. Regarding investigation skills, all students were able to make predictions, and to easily observe and register data. However, experimental planning and conclusions were more difficult for them. Students and teachers emphasised their satisfaction with the outdoor activity, teamwork and the subject. The present study revealed a positive effect of the participation in the inquiry-based activity, embedded on a socio-scientific issue, in students’ conceptual knowledge and in the development of investigation skills.