Book chapter
Climate Change Education: Simple or Complex? The Impact of Culture on Students’ Willingness to Reduce Global Warming
Complexity and Simplicity in Science Education, pp.73-96
Springer International Publishing
25/01/2022
Appears in Recent Faculty of Education Publications
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Abstract
The major cause of climate change is increasing concentrations of atmospheric greenhouse gases (predominantly carbon dioxide, methane, nitrous oxide) – mainly a result of human actions – and this is an existential threat to Earth systems (International Panel on Climate Change (IPCC), 2014). From a science teaching perspective it might appear as if a simple solution to this issue is ensuring that students learn about the causes and effects of global warming and that humans are mainly responsible for what is occurring. Students, as tomorrow’s citizens, will then take appropriate pro-environmental action. Unfortunately, although there is longstanding evidence that a ‘basic’ knowledge about global warming does influence students’ concerns about climate change (e.g., see Lee et al., 2015), we know that for many people awareness and knowledge about the causes and effects of global warming does not translate into action (Kollmuss & Agyeman, 2002). The apparent pedagogical simplicity of a linear connection (knowledge leads to action) needs to be enhanced by more sophisticated educational pedagogies.
Details
- Title
- Climate Change Education: Simple or Complex? The Impact of Culture on Students’ Willingness to Reduce Global Warming
- Creators
- Keith Skamp - Southern Cross UniversityEddie Boyes - University of LiverpoolMartin Stanisstreet - University of Liverpool
- Publication Details
- Complexity and Simplicity in Science Education, pp.73-96
- Publisher
- Springer International Publishing; Cham
- Identifiers
- 991013089713102368
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Book chapter