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Developing pedagogies for teaching about climate change

Vongalis-Macrow, Athena 2010, Developing pedagogies for teaching about climate change, The international journal of learning, vol. 17, no. 9, pp. 237-248.

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Title Developing pedagogies for teaching about climate change
Author(s) Vongalis-Macrow, Athena
Journal name The international journal of learning
Volume number 17
Issue number 9
Start page 237
End page 248
Total pages 12
Publisher Common Ground
Place of publication Altona, Vic.
Publication date 2010
ISSN 1447-9494
1447-9540
Keyword(s) Sociology of Learning
Pedagogies
Sustainability
Summary One of most pressing social and scientific problems of our times is maintaining climate stability in the face of growing evidence of dramatic climate change. Understanding climate change is a challenge for most citizens and it follows that teaching about climate change is equally challenging. In order to suggest new pedagogical strategies for teaching about climate change, this paper resists the deficit model of teacher education by suggesting a more organic approach in developing climate change pedagogies. This suggestion emerges from research which examines how prospective teachers understand climate change as both a scientific and social issue. Preliminary results suggest a socialized understanding of climate change as the consensual paradigm for dealing with the complex challenges presented by climate change. This paradigm affirms research that contest the anchoring of understanding of climate change on scientific concepts. The paper discusses and explores alternative pedagogies aiming to exploit student-teachers’ developed dialogic interactions and socialized scientific knowledge, as foundational in teaching about climate change and enhancing socio-scientific student engagement.

Language eng
Field of Research 130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2010, Common Ground
Persistent URL http://hdl.handle.net/10536/DRO/DU:30032542

Document type: Journal Article
Collections: School of Education
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