Module 0 – Introduction to the Course and Teacher Community

0.1 Introduction to the course & general guidelines for educators

In this module we will introduce the Open Online Course (OOC) and the Teacher Community (TC). Start here to get yourself ready for the rest!

0.2 Teaching about climate change - general guidelines for educators

Teaching about a topic such as climate change can be daunting for many educators. Perhaps you feel it is not so relevant for your subject area or it may not be explicitly included in the curriculum, as is the case still in many countries. Or maybe you feel the topic is too difficult and only mention climate change in passing as you teach something else. Whatever the reason, we want to reassure you that it makes sense to teach about climate and you can do it well!

In order for students to become more ‘climate literate’, ie. competent or knowledgeable in the area of climate change, its impacts, and its solutions (Johnston, 2020, pp. 200), in this module we would like to give you some general pointers that you as an educator can keep in mind as you move forward with bringing the topic of climate and climate change more into your classroom.

Learning objectives & outcomes

Recognize the abstract nature of climate change and help student address any misconceptions.
Gain a basic understanding of systems thinking and its relevance for climate change.
Explain how the topic of climate change can affect students’ mental health and be aware of strategies to help students stay realistic and positive.
Use appropriate pedagogical approaches when teaching about climate change in order to support students’ autonomous motivation to learn.

Bibliography

Barron, B., & Darling-Hammond, L. (2008). Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. Book Excerpt. George Lucas Educational Foundation. https://files.eric.ed.gov/fulltext/ED539399.pdf

Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual review of psychology, 64, 417-444.

Chi, M. T., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational psychologist, 49(4), 219-243.

Condliffe, B. (2017). Project-Based Learning: A Literature Review. Working Paper. MDRC. Retrieved from: https://files.eric.ed.gov/fulltext/ED578933.pdf

Jacobson, M. J., Markauskaite, L., Portolese, A., Kapur, M., Lai, P. K., & Roberts, G. (2017). Designs for learning about climate change as a complex system. Learning and instruction, 52, 1-14.

Hickman, C., Marks, E., Pihkala, P., Clayton, S., Lewandowski, R. E., Mayall, E. E., ... & van Susteren, L. (2021). Climate anxiety in children and young people and their beliefs about government responses to climate change: a global survey. The Lancet Planetary Health, 5(12), e863-e873. DOI:https://doi.org/10.1016/S2542-5196(21)00278-3

Mahmud, S. N. D. (2017). Engaging head, heart and hands: Holistic learning approach for education for sustainable development. International Journal of Learning and Teaching. 9(2), 298-304.

Monroe, M., Plate, R., Oxarart, A., Bowers, A., and Chaves, W. (2017). Identifying effective climate change education strategies: A systematic review of the research. Environmental Education Research, https://doi.org/10.1080/13504622.2017.1360842

O’Flaherty, J. & Liddy, M. (2017): The impact of development education and education for sustainable development interventions: a synthesis of the research, Environmental Education Research, DOI: 10.1080/13504622.2017.1392484

Ojala, M. (2018-19). Eco-anxiety. RSA Journal, 164(4) pp. 10-15. URL: https://www.jstor.org/stable/10.2307/26798430

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.

Sinha, T., & Kapur, M. (2021). When problem solving followed by instruction works: Evidence for productive failure. Review of Educational Research, 91(5), 761-798.

Sobel, D. (2004) Place-based education: Connecting classroom and community. Nature and Listening, 4(1), 1-7.

Soderstrom, N. C., & Bjork, R. A. (2015). Learning versus performance: An integrative review. Perspectives on Psychological Science, 10(2), 176-199.

Thompson, T. (2021) Young people’s climate anxiety revealed in landmark survey. Nature 597, 605; doi: https://doi.org/10.1038/d41586-021-02582-8. Retrieved from: https://www.nature.com/articles/d41586-021-02582-8