Climate change education a systematic review
DOI:
https://doi.org/10.14571/brajets.v17.n4.1229-1239Keywords:
climate change, climate education, climatic literacy, systematic reviewAbstract
Despite the impact of climate change and its consequences for future generations, much of the academic literature has woken up late regarding improving education on this issue. Education is undoubtedly a means to mitigate anthropogenic actions. Educational approaches like Climate Change Education (CCE) or SSI- STEAM can bring new innovative ways to enrich climate literacy. On the other hand, implementing these approaches seems urgent, as other studies compiled in this paper demonstrate that students' climate literacy needs to catch up to what could be expected. This paper presents a survey of approaches and practices and the state of climate literacy, resulting from a systematic mapping of the literature between the years 2015-2022 in Web of Science and Scopus databases through keywords alluding to the subject of study. The results show that there is a deficit on knowledge about climate change, approaches using technology in the classroom seem to have promising results, as well as the fact of talking about climate change in a language closer to the learners and possible consequences that may appear in their communities.References
Almeida, A. (2011). A inclusão da Educação Ambiental nas escolas públicas do Estado de Goiás (Dissertação de Mestrado). Universidade Federal de Goias, Goias.
Boyes, E., & Stanisstreet, M. (2012). Environmental education for behaviour change: Which actions should be targeted?. International Journal of Science Education, 34(10), 1591-1614.
Cartea, P. A. M. (2016). Is there a hole in the ozone layer of your climate change? From scientific culture to popular culture. MÈTODE Science Studies Journal, 6, 57–62. https://ojs.uv.es/index.php/Metode/article/view/4219/7789
Chen, X. (2011). Why do people misunderstand climate change? heuristics, mental models and ontological assumptions. Climatic Change, 108(1-2), 31–46. https://doi.org/10.1007/s10584-010-0013-5
Chinn, C. A., Duncan, R. G., Dianovsky, M., & Rinehart, R. (2013). Promoting conceptual change through inquiry. In International handbook of research on conceptual change (pp. 539-559).
Cook, D. J., Mulrow, C. D., & Haynes, R. B. (1997). Systematic reviews: synthesis of best evidence for clinical decisions. Annals of internal medicine, 126(5), 376-380.
Corner, A., Roberts, O., Chiari, S., Voller, S., Mayrhuber, E., Mandl, S., & Monson, K. (2015). How do young people engage with climate change? The role of knowledge, values, message framing, and trusted communicators. WIREs Climate Change, 6(5), 523–534. doi: 10.1002/wcc.353
David Rousell & Amy Cutter-Mackenzie-Knowles (2020) A systematic review of climate change education: giving children and young people a ‘voice’ and a ‘hand’ in redressing climate change, Children's Geographies, 18:2, 191-208, DOI: 10.1080/14733285.2019.1614532
Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285–296. https://doi.org/10.1016/j.jbusres.2021.04.070
Edenhofer, O. (Ed.). (2015). Climate change 2014: mitigation of climate change (Vol. 3). Cambridge University Press.
Hartwig, S. V., & Ignotti, E. (2019). Variações Meteorológicas e as Alterações de Pressão Arterial dos Pacientes em hemodiálise: Revisão Sistemática. Revista Brasileira De Climatologia, 25. https://doi.org/10.5380/abclima.v25i0.64761
Hess, D. J., & Collins, B. M. (2018). Climate change and higher education: Assessing factors that affect curriculum requirements. Journal of Cleaner Production, 170, 1451-1458.
Kolenatý, M., Kroufek, R., & Činčera, J. (2022). What Triggers Climate Action: The Impact of a Climate Change Education Program on Students’ Climate Literacy and Their Willingness to Act. Sustainability, 14(16), 10365. MDPI AG. Retrieved from http://dx.doi.org/10.3390/su141610365
Kukkonen, J. E., Kärkkäinen, S., Dillon, P., & Keinonen, T. (2014). The effects of scaffolded simulation-based inquiry learning on fifth-graders' representations of the greenhouse effect. International Journal of Science Education, 36(3), 406-424.
Kurtulus, M.A. & Tatar, N. (2021). A bibliometrical analysis of the articles on environmental education published between 1973 and 2019. Journal of Education in Science, Environment and Health (JESEH), 7(3), 243-258. https://doi.org/10.21891/jeseh.960169
Lutz, W., Muttarak, R., & Striessnig, E. (2014). Universal education is key to enhanced climate adaptation. Science, 346(6213), 1061-1062.
Maria Ojala (2012) Hope and climate change: the importance of hope for environmental engagement among young people, Environmental Education Research, 18:5, 625-642, DOI: 10.1080/13504622.2011.637157
Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2019). Identifying effective climate change education strategies: A systematic review of the research. Environmental Education Research, 25(6), 791-812.
Oliveira, K., & de Souza, R. (2020). Mudanças climáticas na educação: um levantamento das práticas, ferramentas e tecnologias digitais. In Anais do XI Workshop de Computação Aplicada à Gestão do Meio Ambiente e Recursos Naturais, (pp. 151-160). Porto Alegre: SBC. doi:10.5753/wcama.2020.11029
Pappo, E., Wilson, C., & Flory, S. L. (2022). Enhancing Climate Change Education through Links to Agriculture. The American Biology Teacher, 84(4), 207-212.
Ramos, R., & M.J; Rodrigues, M. J. (2022). Contributions of Climate Change Research to the Implementation of the 2030 Agenda. Edulearn IAted 2022. https://doi.org/http://dx.doi.org/10.21125/edulearn.2022.0805
Ramos, R., Rodrigues, M. J., & Rodrigues, I. (2022). Children’s Perception of Climate Change in North-Eastern Portugal. Societies, 13(1), 6. https://doi.org/10.3390/soc13010006
Reis, J., & Rhoda, B. (2020). Creating a climate for learning-experiences of educating existing and future decision-makers about climate change. Marine Policy, 1111(1). https://doi.org/10.1016/j.marpol.2018.07.007
Sampaio, R., & Mancini, S. (2007). Estudos de Revisão sistematica um guia para uma síntese criteriosa na evidência cientifica. Revista Brasileira de Fisioterapia, 11(1).
SEG. (2020). Sondagem sobre educação sobre o clima - Resultados. School Education Gateway. Retrieved 28 February 2022, from https://www.schooleducationgateway.eu/pt/pub/viewpoints/surveys/survey-on-climate-education.htm.
SEG. (2020). Sondagem sobre educação sobre o clima - Resultados. School Education Gateway. https://www.schooleducationgateway.eu/pt/pub/viewpoints/surveys/survey-on-climate-education.htm.
Slough, S. W., McTigue, E. M., Kim, S., & Jennings, S. K. (2010). Science textbooks' use of graphical representation: A descriptive analysis of four sixth grade science texts. Reading Psychology, 31(3), 301-325.
Trajber, R., & Mochizuki, Y. (2015). Climate change education for sustainability in Brazil: A status report. Journal of Education for Sustainable Development, 9(1), 44-61.
UNESCO (2021). Getting every school climate-ready. How countries are integrating climate change issues in education. https://unesdoc.unesco.org/ark:/48223/pf0000379591
UNICEF. (2019). It Is Getting Hot Call For Education Systems To Respond To The Climate Crisis. UNICEF East Asia and Pacific Regional Office.
Wibeck, V. (2014). Enhancing learning, communication and public engagement about climate change–some lessons from recent literature. Environmental education research, 20(3), 387-411.
Winter, V., Kranz, J., & Möller, A. (2022). Climate Change Education Challenges from Two Different Perspectives of Change Agents: Perceptions of School Students and Pre-Service Teachers. Sustainability, 14(10), 6081. MDPI AG. Retrieved from http://dx.doi.org/10.3390/su14106081
Zupic, I., & Čater, T. (2015). Bibliometric Methods in Management and Organization. Organizational Research Methods, 18(3), 429–472. https://doi.org/10.1177/1094428114562629
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Ricardo
This work is licensed under a Creative Commons Attribution 4.0 International License.
The BRAJETS follows the policy for Open Access Journals, provides immediate and free access to its content, following the principle that making scientific knowledge freely available to the public supports a greater global exchange of knowledge and provides more international democratization of knowledge. Therefore, no fees apply, whether for submission, evaluation, publication, viewing or downloading of articles. In this sense, the authors who publish in this journal agree with the following terms: A) The authors retain the copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution License (CC BY), allowing the sharing of the work with recognition of the authorship of the work and initial publication in this journal. B) Authors are authorized to distribute non-exclusively the version of the work published in this journal (eg, publish in the institutional and non-institutional repository, as well as a book chapter), with acknowledgment of authorship and initial publication in this journal. C) Authors are encouraged to publish and distribute their work online (eg, online repositories or on their personal page), as well as to increase the impact and citation of the published work.