Climate Change and the Role of Education

565 Pages·2019·12.776 MB·English

by  Walter Leal Filho, Sarah L. Hemstock

Climate Change Management
Walter Leal Filho
Sarah L. Hemstock   Editors
Climate
Change and
the Role
of Education
Climate Change Management
Series Editor
Walter Leal Filho, International Climate Change Information and Research
Programme, Hamburg University of Applied Sciences, Hamburg, Germany
The aim of this book series is to provide an authoritative source of information on
climate change management, with an emphasis on projects, case studies and
practicalinitiatives–allofwhichmayhelptoaddressaproblemwithaglobalscope,
buttheimpactsofwhicharemostlylocal.Astheworldactivelyseekswaystocope
with the effects of climate change and global warming, such as floods, droughts,
risingsealevelsandlandscapechanges,thereisavitalneedforreliableinformation
and data to support the efforts pursued by local governments, NGOs and other
organizations to address the problems associated with climate change.
This series welcomes monographs and contributed volumes written for an
academic and professional audience, as well as peer-reviewed conference
proceedings. Relevant topics include but are not limited to water conservation,
disaster prevention and management, and agriculture, as well as regional studies
anddocumentationoftrends.Thankstoitsinterdisciplinaryfocus,theseriesaimsto
concretely contribute to a better understanding of the state-of-the-art of climate
change adaptation, and of the tools with which it can be implemented on the
ground.
More information about this series at http://www.springer.com/series/8740
Walter Leal Filho Sarah L. Hemstock
(cid:129)
Editors
Climate Change and the Role
of Education
123
Editors
Walter LealFilho SarahL. Hemstock
HAWHamburg Department ofGeography
Hamburg,Germany BishopGrosseteste University
Lincoln, UK
ISSN 1610-2002 ISSN 1610-2010 (electronic)
Climate Change Management
ISBN978-3-030-32897-9 ISBN978-3-030-32898-6 (eBook)
https://doi.org/10.1007/978-3-030-32898-6
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Preface
Climate change is without a doubt one of the most pressing challenges of modern
times, one which affects both industrialised and developing nations. Education is
known to potentially play a key role in catalysing the participation of individuals
and communities in climate change mitigation and adaptation processes.
But the role of education is not only about helping people to understand the
impactsofglobal warming. Rather, education onmatters related toclimate change
is also about catalysing changes in attitudes and behaviour, which may encourage
individuals to take a more active role in both climate change mitigation and
adaptation efforts.
International experiences show that there is a perceived need to make climate
change education a more central and more prominent component of responses to
climatechange,attheinternational,regionalandlocallevels.Yet,thereisapaucity
oftrulyinternationalpublications,whichaddressthemanypedagogical,socialand
economic variables which characterise climate change education.
This book has been produced to address this need. It is the outcome of the
“International Symposium on Climate Change and the Role of Education”,
organised by Bishop Grosseteste University (UK), the Hamburg University of
AppliedSciences(Germany)andtheInternationalClimateChangeInformationand
Research Programme (ICCIRP).
Papersherecompiledlookatmattersrelatedtotheuseofavarietyofeducational
approaches to educate, inform or raise awareness about climate change across a
variety of audiences. It contains experiences from empirical research, practical
projectsandteachingmethodsbeingdeployedroundtheworld,allwiththeaimof
bringing the message across various audiences.
Moreover, the book also entails contributions on how to promote the climate
agenda andfoster adaptation efforts atthelocallevel.Thankstoitsscope, thisisa
truly interdisciplinary publication. We thank the many authors who contributed to
this volume and for their willingness to share their knowledge and expertise.
v
vi Preface
We hope it will be useful to scholars, social movements, practitioners and
membersofgovernmentalagencies,undertakingresearchand/orexecutingprojects
on climate change education across the world.
Hamburg, Germany Walter Leal Filho
Lincoln, UK Sarah L. Hemstock
Winter 2019/2020
Contents
1 Climate Change Education: An Overview of International
Trends and the Need for Action . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Walter Leal Filho and Sarah L. Hemstock
2 Fiery Spirits: Educational Opportunities for Accelerating Action
on Climate Change for Sustainable Development . . . . . . . . . . . . . . 19
Terence Miller and Mark Charlesworth
3 Integrating Climate Change Competencies into Mechanical
Engineering Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Sven Linow
4 Climate Change Education Across the Curriculum. . . . . . . . . . . . . 53
Rahul Chopra, Aparna Joshi, Anita Nagarajan, Nathalie Fomproix
and L. S. Shashidhara
5 Researching Climate Change in Their Own
Backyard—Inquiry-Based Learning as a Promising
Approach for Senior Class Students . . . . . . . . . . . . . . . . . . . . . . . . 71
Sebastian Brumann, Ulrike Ohl and Carolin Schackert
6 Energy Transitions: Linking Energy and Climate Change . . . . . . . 87
John H. Perkins
7 Delivery Mode and Learner Emissions: A Comparative Study
from Botswana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Alexis Carr, Stanley Modesto, K. Balasubramanian, Kayla Ortlieb
and John Lesperance
8 Adolescents’ Perceptions of the Psychological Distance
to Climate Change, Its Relevance for Building Concern
About It, and the Potential for Education. . . . . . . . . . . . . . . . . . . . 129
Moritz Gubler, Adrian Brügger and Marc Eyer
vii
viii Contents
9 Addressing Climate Change at a Much Younger Age Than just
at the Decision-Making Level: Perceptions from Primary School
Teachers in Fiji. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Peni Hausia Havea, Apenisa Tamani, Anuantaeka Takinana,
Antoine De Ramon N’ Yeurt, Sarah L. Hemstock
and Hélène Jacot Des Combes
10 The Benefits and Downsides of Multidisciplinary Education
Relating to Climate Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Lino Briguglio and Stefano Moncada
11 Climate Change, Disaster Risk Management and the Role
of Education: Benefits and Challenges of Online Learning
for Pacific Small Island Developing States . . . . . . . . . . . . . . . . . . . 189
Diana Hinge Salili and Linda Flora Vaike
12 Learning with Idea Station: What Can Children on One
Canadian Playground Teach Us About Climate Change?. . . . . . . . 201
Sarah Hennessy
13 Using a Masters Course to Explore the Challenges
and Opportunities of Incorporating Sustainability
into a Range of Educational Contexts. . . . . . . . . . . . . . . . . . . . . . . 219
Alison Fox, Paula Addison-Pettit, Clare Lee and Kris Stutchbury
14 Capacity Building Itinerary on Sustainable Energy Solutions
for Islands and Territories at Risk for the Effects of Climate
Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237
Lara de Diego, María Luisa Marco and Mirian Bravo
15 Taking Current Climate Change Research
to the Classroom—The “Will Hermit Crabs Go Hungry
in Future Oceans?” Project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255
Christina C. Roggatz, Neil Kenningham
and Helga D. Bartels-Hardege
16 Why Is Early Adolescence So Pivotal in the Climate Change
Communication and Education Arena? . . . . . . . . . . . . . . . . . . . . . 279
Inez Harker-Schuch
17 Developing a Climate Literacy Framework for Upper Secondary
Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291
Inez Harker-Schuch and Michel Watson
18 Realities of Teaching Climate Change in a Pacific
Island Nation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319
Charles Pierce
Contents ix
19 From Academia to Response-Ability. . . . . . . . . . . . . . . . . . . . . . . . 349
Raichael Lock
20 Recognition of Prior Learning (RPL) in Resilience (Climate
Change Adaptation and Disaster Risk Reduction) in the Pacific:
Opportunities and Challenges in Climate Change Education . . . . . 363
Helene Jacot Des Combes, Amelia Siga, Leigh-Anne Buliruarua,
Titilia Rabuatoka, Nixon Kua and Peni Hausia Havea
21 The Role of Informal Education in Climate Change Resilience:
The Sandwatch Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371
G. Cambers, P. Diamond and M. Verkooy
22 A Plexus Curriculum in School Geography—A Holistic
Approach to School Geography for an Endangered Planet. . . . . . . 385
Phil Wood and Steven Puttick
23 (Latent) Potentials to Incorporate and Improve Environmental
Knowledge Using African Languages in Agriculture Lessons
in Malawi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401
Michael M. Kretzer and Russell H. Kaschula
24 Sixty Seconds Above Sixty Degrees: Connecting Arctic
and Non-Arctic Classrooms in the Age of Climate Change. . . . . . . 419
Mary E. Short and Laura C. Engel
25 Diving Ecotourism as Climate Change Communicating Means:
Greek Diving Instructors’ Perceptions . . . . . . . . . . . . . . . . . . . . . . 435
Georgios Maripas-Polymeris, Aristea Kounani, Maria K. Seleventi
and Constantina Skanavis
26 A Model to Integrate University Education Within Cultural
Traditions for Climate Change Resilience. . . . . . . . . . . . . . . . . . . . 457
Keith Morrison
27 Nurturing Adaptive Capacity Through Self-regulated Learning
for Online Postgraduate Courses on Climate Change
Adaptation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 481
Keith Morrison, Moleen Monita Nand and Heena Lal
28 Increasing Environmental Action Through Climate Change
Education Programmes that Enable School Students, Teachers
and Technicians to Contribute to Genuine Scientific Research . . . . 507
Elizabeth A. C. Rushton