Disciplinary Boundaries and Climate Change Education: Teachers' Conceptions of Climate Change Education in the Philippines and Singapore

Autor/inn/en	Ho, Li-Ching; Seow, Tricia
Titel	Disciplinary Boundaries and Climate Change Education: Teachers' Conceptions of Climate Change Education in the Philippines and Singapore
Quelle	In: International Research in Geographical and Environmental Education, 26 (2017) 3, S.240-252 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1038-2046
DOI	10.1080/10382046.2017.1330038
Schlagwörter	Foreign Countries; Climate; Qualitative Research; Citizenship; Concept Teaching; Teaching Methods; Educational Practices; Environmental Education; Social Studies; Geography Instruction; Minimum Competencies; Behavioral Objectives; Values; Secondary School Teachers; Interviews; Teacher Surveys; Comparative Education; Philippines; Singapore + Suchen Sie Ihr Suchwort? Ausland; Klima; Qualitative Forschung; Staatsbürgerschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Umweltbildung; Umwelterziehung; Umweltpädagogik; Gemeinschaftskunde; Geography education; Geography lessons; Geografieunterricht; Fundamentum; Mindestwissen; Wertbegriff; Interviewing; Interviewtechnik; Vergleichende Erziehungswissenschaft; Philippinen; Singapur
Abstract	This qualitative study examines how climate change scientific knowledge is framed and positioned within the Singapore and Philippines school curricula in relation to broader citizenship concepts and ideas. The findings reveal that climate change is taught in very different ways within both education systems. The Singapore case demonstrates the strengths and limitations of relying on one discipline such as geography as the sole vehicle for teaching such a complex socio-scientific issue. The Philippines case, on the other hand, provides an indication of the advantages and constraints to engaging the issue of climate change from an interdisciplinary social studies perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01