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Climate Change Education: Knowing, doing and being by Chang Chew Hung

By Chang Chew Hung

Climate switch is a debatable subject; a few humans assert that weather swap isn't taking place, and others think that reviews are faulty, that while weather switch is occurring, it might probably no longer be attributable to human task. There also are weather alarmists who use IPCC experiences to aid their claims that erratic climate styles are because of the weather swap because of human task. despite those various viewpoints, one truth could be agreed upon; weather switch is a posh topic and there's a have to train destiny generations, permitting them to accommodate the plethora of data and perspectives that they are going to event of their lives.

This e-book explores what schooling for weather swap involves, discussing the concept that of weather swap schooling (CCE) itself, the way it may be taught in colleges and the way public schooling could be conducted. It instructs what particular subject material to educate for CCE, and the way to guage 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 swap schooling is a very resource for somebody concerned about teaching scholars on weather swap and likewise for these attracted to weather swap itself.

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3. Exemplars of what each category means have been included in the table. Although the framework can be considered as old wine in new bottle in that the tenets and principles for teaching climate change do not detract from those of ESD and EE, the organizing concepts make understanding this framework easier. 3 Graphic organizer of learning outcomes for climate change education (with examples) Causes of climate change Impact of climate change Able to name greenhouse gases Able to state that sea levels will rise Managing climate change Knowledge: Recall Understand Able to explain the enhanced greenhouse effect Able to recall that the thermostat should be tuned to 25°C Able to explain how Able to explain how thermal expansion of electricity production water will result in rise in through fossil fuel sea level combustion contributes to the greenhouse effect Skills: Analyze Evaluate Values Action Able to read graphs and determine the correlation between greenhouse gas concentration and temperature trends Able to use multiple sources and argue for or against human-induced climate change Makes informed judgment on a stand for or against human-induced climate change Convinces others of his or her own belief about the causes of climate change Able to use information sources such as hazards maps to determine the socio-economic impact of storms Able to compare the pros and cons of raising land levels to combat rises in sea level Able to question and determine whether the IPCC report takes land ice melting at the poles into account in projecting rises in sea level Makes informed judgment that storm frequency has increased due to climate change Able to evaluate the effectiveness of adaption strategies such as raising land levels in combating rises in sea level Convinces others of his or her own belief about the impact of climate change Believes that the individual can do something to combat climate change Changes personal habits to reduce carbon footprint from awareness to knowledge and, ultimately, to participation.

Exemplars of what each category means have been included in the table. Although the framework can be considered as old wine in new bottle in that the tenets and principles for teaching climate change do not detract from those of ESD and EE, the organizing concepts make understanding this framework easier. 3 Graphic organizer of learning outcomes for climate change education (with examples) Causes of climate change Impact of climate change Able to name greenhouse gases Able to state that sea levels will rise Managing climate change Knowledge: Recall Understand Able to explain the enhanced greenhouse effect Able to recall that the thermostat should be tuned to 25°C Able to explain how Able to explain how thermal expansion of electricity production water will result in rise in through fossil fuel sea level combustion contributes to the greenhouse effect Skills: Analyze Evaluate Values Action Able to read graphs and determine the correlation between greenhouse gas concentration and temperature trends Able to use multiple sources and argue for or against human-induced climate change Makes informed judgment on a stand for or against human-induced climate change Convinces others of his or her own belief about the causes of climate change Able to use information sources such as hazards maps to determine the socio-economic impact of storms Able to compare the pros and cons of raising land levels to combat rises in sea level Able to question and determine whether the IPCC report takes land ice melting at the poles into account in projecting rises in sea level Makes informed judgment that storm frequency has increased due to climate change Able to evaluate the effectiveness of adaption strategies such as raising land levels in combating rises in sea level Convinces others of his or her own belief about the impact of climate change Believes that the individual can do something to combat climate change Changes personal habits to reduce carbon footprint from awareness to knowledge and, ultimately, to participation.

Based on past experience, this understanding of sustainable development and climate change is not widespread, as reflected in a survey conducted by the media. For example, the level of awareness, understanding and the role of the public in mitigating climate change are limited. From a survey reported in the media, 50% of respondents in Singapore know nothing about climate change or global warming (Mehlsen, 2009). To address this, the National Environmental Agency, together with the Singapore Environmental Council, rolled out a public awareness program in April 2006.

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