Broadening Epistemologies and Methodologies in Climate Change Education Research

Autor/inn/en	Busch, K. C.; Henderson, Joseph A.; Stevenson, Kathryn T.
Titel	Broadening Epistemologies and Methodologies in Climate Change Education Research
Quelle	In: Environmental Education Research, 25 (2019) 6, S.955-971 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Busch, K. C.) ORCID (Henderson, Joseph A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2018.1514588
Schlagwörter	Stellungnahme; Climate; Environmental Education; Educational Research; Epistemology; Research Methodology; Educational Researchers; Research Problems; Constructivism (Learning); Teaching Methods; Interdisciplinary Approach + Suchen Sie Ihr Suchwort? Klima; Umweltbildung; Umwelterziehung; Umweltpädagogik; Bildungsforschung; Pädagogische Forschung; Erkenntnistheorie; Research method; Forschungsmethode; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Forschungskritik; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	In this commentary, we reflect on the articles in this special collection from our lens as scholars who have chosen to conduct research with a focus on climate change education. We start with statements of positionality, as certainly our own experiences and philosophical stances shape our work and reflections included here. Afterwards, we present a typology of climate change education research, utilizing a framework developed from research paradigms with an emphasis on epistemology and methodology. Lastly, we make recommendations for future research efforts based on suggestions within the research articles in the collection as well as from the typology presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01