Talk:Climate change education

Wiki Education Foundation-supported course assignment

This article was the subject of a Wiki Education Foundation-supported course assignment, between 3 February 2020 and 24 April 2020. Further details are available on the course page. Student editor(s): Dngo1023.

Above undated message substituted from Template:Dashboard.wikiedu.org assignment by PrimeBOT (talk) 19:10, 17 January 2022 (UTC)

Impact of Climate Change Education

Many believe that education is a very important component of addressing the climate change crisis and because of this schools around the world have begun to implement Climate Change Education in one form or either. Now, researchers have begun to take a look into the impact of climate change education.

One example of this was a quantitative experimental study conducted by Codero, Todd, and Abellera (2007). In this study, 241 participants were asked to enroll in a 15-week course, Meteorology 112, at San Jose State University. From there, a 123 of those students (YES EF) were required to participate in an Ecological Footprint (EF) activity and the other 118 students (NO EF) were not required to complete the EF assignment. In this study, Meteorology 112 was used as the climate change education intervention but the Ecological Footprint assignment was used to manipulate the YES EF group. According to the study, “The ecological footprint (EF) is an analysis that estimates the resources required to sustain a human population and compares this to the Earth's regenerative capacity. The EF computes an area of land needed to sustain a population and its activities, using inputs to the calculation, including carbon emissions from food choices, transportation modes, and several other factors” (871). Using this assignment, plus a pre and post assessment, the researchers were able to find that students who part took in the experiential climate change education assignment had a higher understanding of climate change and how they contribute to the issue. The researchers concluded that effective climate change education needs to implement interactive methods that focus on the personal connection between the student and climate change.

Another quasi-experimental study found that climate change education-focused experiential-based teaching and learning improved student’s knowledge about climate change. In this study, researchers Karpudewan and Ali Khan conducted Biology lessons in the topic of Endangered Ecosystem for two hours each week for six weeks for the experimental group (N=30) and the control group (N=32) was taught about climate change more conventionally but for the same duration of time. Both groups were required to take the Climate Change Knowledge Test (CCTK) and the Motivation Toward the Environment Scale (MTES) on a week before the intervention and then one week after the intervention. The CCTK measures changes in knowledge and the MTES measures the motivation of the students. Regarding the treatment, a total of six experiential-based climate change education activities were. All the activities ranged but one example is a trip that the students took to Penang National Park, which incorporated activities based on climate change and feels empowered about taking care of the environment. The findings support the idea that experiential climate change education improve student knowledge about climate change(218). The results of the study indicate the significant effect of climate change education and its application to the real world.

In a study conducted by Kuster and Fox (2017), they found that most graduate students do not feel as if they are receiving in-depth climate change education. A Likert Scale survey was sent out to graduate students nationwide and the researchers received responses from about 495 graduate-level students to capture how they felt about climate change education and measure how many students were being exposed to Climate Change Education in their program. These surveys also collected if there is agreement or disagreement for learning about climate change and if they felt as if Climate Change is important to integrate into their respective field of study (619). The findings show that about 71% of social science graduate students who responded had some sort of climate change component integrated into their program. The results also showed that a majority of students, regardless of the graduate program, indicated the importance of integrating Climate Change Education as “very important” to their discipline. This study helps support the desire for Climate change education and goes to further prove that Climate change education can be beneficial to everyone, regardless of discipline.

References

NEW WAYS OF FIGHTING CLIMATE CHANGE

New lessons should be taught to new generations. A new generation should be taught how connected they are with nature, they should fully know that, mother earth provides to them a home which should be taken care of. They should know that, especially trees are their brothers and sisters which need love and caring. Lesson that teach young generation about a good coming paradise seems to be compromising people's action towards acting environmentally friendly, this is in view that, 'even if they destroy earth, it is not their home, their home is promised in heaven, leading to careless behaviours'. A lesson of self responsibility should be inculcated in young generations, especially the running of affairs of planet earth, this because man is responsible for a better/green future (paradise). Let's all grab the responsibility and take action to fight issues of climate change. John Back-B Musapali (talk) 04:25, 26 July 2020 (UTC)

Evaluate Wikipedia Article

The lead section of this article is clearly states the information of climate change education. All the sentences are very concise. The lead section has a brief demonstration of the article. All information are present in the article. The lead section of the article is respectively concise.

The article's content is relevant to the topic, and most of the content is from the recent resources. The content seems nothing is missing or unrelated, and the the address topic is not related to historically underrepresented populations or topics.

The article is fairly neutral, but it claims are appear some biased toward the developing countries such as Vietnam. Some of the viewpoints are underrepresented, and minority viewpoints are not described neutrally. The article is in the neutral position and does not persuade the reader to stand by its point of view.

Most of the facts are backed up by some reliable secondary or primary resources. The sources are reflect the available literature on the topic, and it is current. Some sources are better to be replaced by some alternative sources. For examples, in the selected country profiles regarding CCE and ESD, those countries' supportive references could based on their own countries' language or articles other than others regions. All the sources should included both objective and subjective perspectives. Therefore, the article itself could be more objective and reliable. All of the links are seems working.

The article is well organized, clear, and concise. There is no obvious grammatically error occur in the article. The article is well organized with sub-section and bullet point, and all of its content is reflecting to the topic.

There is no image included in the article.

The talk page shows the conversation of some scientific argument, and the authenticity and eligibility of the article is stated clearly. The article is part of the WikiProjects. The topic seems to be the same way we discussed in class.

Overall, the article is fairly a neutral article with some objective sources. The article is moderate strong but still lack of some neutral and unbiased supportive sources. Other than outside sources, the article could include some inside sources such as the selected countries itself. Using those countries' owned language and owned expert articles will gain the different point of view toward the article. The article is fairly an underdeveloped article.Scooterbenjamin (talk) 21:21, 20 January 2022 (UTC)

Wiki Education assignment: Introduction to Policy Analysis - Summer Session22

This article was the subject of a Wiki Education Foundation-supported course assignment, between 1 August 2022 and 4 September 2022. Further details are available on the course page. Student editor(s): Mshook77757 (article contribs).

— Assignment last updated by Mshook77757 (talk) 00:57, 23 August 2022 (UTC)

The United States has just recently passed H.R.2310

Can somebody explain me the situation - if I look at https://www.congress.gov/bill/117th-congress/house-bill/2310 it seems taht the law is still in discussion. Thank you Jirka Dl (talk) 13:41, 5 December 2022 (UTC)

Inclusive curricula

Effective and relevant climate change education is gender-responsive, takes an intersectional approach to social and economic factors across time and geography, and fosters critical thinking and active civic engagement. It acknowledges that current global levels of production and consumption are unsustainable and recognizes that wealthy countries play a disproportionate role in contributing to climate change, and it is largely poorer countries who bear the brunt of its effects. It also recognizes colonial and industrial legacies that have disrupted harmonious relationships between the human and more-than-human world in innumerable indigenous communities. Climate change education could empower students to consider just and sustainable alternatives and to take action in their local communities and, in solidarity, beyond. Feminist perspectives and indigenous voices have much to contribute to navigating this crucial moment. Indigenous knowledge systems raise students’ consciousness that they are part of the natural community, and can draw from the values, practices, and spiritual consciousness that have enabled humanity to live in harmony with the planet for millennia. Every living being has a role in a sustainable ecosystem and the capacity to live in harmony – taking no more or less than is needed for mutual existence and well-being – can be learned through education. Feminist perspectives argue against the adversarial premises that underlie much of humanity’s abusive and exploitative relationship with nature. Economic models premised on ever-expanding consumption and domination of the Earth perpetuate a reckless fiction. There are thresholds of economic performance that we need to learn to live within, to achieve the fine balance of social well-being and ecological sustainability. 14:35, 19 April 2023 (UTC)

References