Wicked from the Start: Educational Impediments to Teaching about Climate Change (and How Geography Education Can Help)

被引:8
作者
Mitchell, Jerry T. [1 ]
机构
[1] Univ South Carolina, Dept Geog, Columbia, SC 29208 USA
关键词
climate change; geography education; K-12; teaching; wicked problems; inquiry; STUDENTS VIEWS; WILLINGNESS; CHILDREN; SCIENCE;
D O I
10.3390/educsci13121174
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Climate change is a wicked problem, defying simple resolution. Education in various forms and at various levels has sought to improve understanding and stimulate climate change action in young people. There exists, however, a certain wickedness in education systems as well that makes climate change education difficult to enact successfully. These include an unsupportive education environment where academic standards related to climate change are missing, the lack of an inquiry-based pedagogy that can be well-suited to investigating topics like climate change with no easy answers, and ill-prepared teachers who do not fully know both the physical science and social aspects of the topic. A review of education standards in the United States and the literature on the latter two issues is used to make the argument that it is the geography classroom that can serve as the best unifying space that is most supportive of holistic and meaningful climate change education. This future is possible should we be successful in amending standards, pedagogy, and teacher preparation.
引用
收藏
页数:12
相关论文
共 60 条
[11]   Inquiry-Based Learning on Climate Change in Upper Secondary Education: A Design-Based Approach [J].
Brumann, Sebastian ;
Ohl, Ulrike ;
Schulz, Johannes .
SUSTAINABILITY, 2022, 14 (06)
[12]   Closing the "Hole in the Sky": The Use of Refutation-Oriented Instruction to Correct Students' Climate Change Misconceptions [J].
Chang, Chew-Hung ;
Pascua, Liberty ;
Ess, Frances .
JOURNAL OF GEOGRAPHY, 2018, 117 (01) :3-16
[13]   Teaching climate change - a fad or a necessity? [J].
Chang, Chew-Hung .
INTERNATIONAL RESEARCH IN GEOGRAPHICAL AND ENVIRONMENTAL EDUCATION, 2015, 24 (03) :181-183
[14]   Teaching (super) wicked problems: authentic learning about climate change [J].
Cross, Iain D. ;
Congreve, Alina .
JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION, 2021, 45 (04) :491-516
[15]   Education for what? Shaping the field of climate change education with children and young people as co-researchers [J].
Cutter-Mackenzie, Amy ;
Rousell, David .
CHILDRENS GEOGRAPHIES, 2019, 17 (01) :90-104
[16]  
Dando W., 2007, Climate Change and Variation: A Primer for Teachers
[17]  
Davidson J., 2012, Journal for Education in the Built Environment, V7, P63, DOI [DOI 10.11120/JEBE.2012.07020063, 10.11120/JEBE.2012.07020063]
[18]   A cross-country comparison of climate change in middle school science and geography curricula [J].
Dawson, Vaille ;
Eilam, Efrat ;
Tolppanen, Sakari ;
Assaraf, Orit Ben Zvi ;
Gokpinar, Tuba ;
Goldman, Daphne ;
Putri, Gusti Agung Paramitha Eka ;
Subiantoro, Agung Wijaya ;
White, Peta ;
Quinton, Helen Widdop .
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 2022, 44 (09) :1379-1398
[19]  
Dolan A. M., 2022, TEACHING CLIMATE CHA
[20]  
Drewes A., 2020, Teaching Climate Change in the United States, P77