A Cross-Country Comparison of Climate Change in Middle School Science and Geography Curricula

Autor/inn/en	Dawson, Vaille; Eilam, Efrat; Tolppanen, Sakari; Assaraf, Orit Ben Zvi; Gokpinar, Tuba; Goldman, Daphne; Putri, Gusti Agung Paramitha Eka; Subiantoro, Agung Wijaya; White, Peta; Widdop Quinton, Helen
Titel	A Cross-Country Comparison of Climate Change in Middle School Science and Geography Curricula
Quelle	In: International Journal of Science Education, 44 (2022) 9, S.1379-1398 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dawson, Vaille) ORCID (Eilam, Efrat) ORCID (Goldman, Daphne) ORCID (Subiantoro, Agung Wijaya) ORCID (White, Peta) ORCID (Widdop Quinton, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2078011
Schlagwörter	Climate; Environment; Environmental Education; Middle Schools; Foreign Countries; Curriculum Design; Geography Instruction; Science Instruction; Curriculum Evaluation; Australia; Israel; Finland; Indonesia; Canada; United Kingdom (England) + Suchen Sie Ihr Suchwort? Klima; Umwelt; Umweltbildung; Umwelterziehung; Umweltpädagogik; Middle school; Mittelschule; Mittelstufenschule; Ausland; Lehrplangestaltung; Geography education; Geography lessons; Geografieunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Australien; Finnland; Indonesien; Kanada
Abstract	The challenge of climate change means that school education is more important than ever in preparing young people for an uncertain future. The focus of this research is climate change education and its status in the compulsory middle school years (approximately years 7-10) across six countries (Australia, Israel, Finland, Indonesia, Canada and England). The authors investigated formal published national curriculum documents, specifically science and geography, to determine the presence of climate change topics, and the way they are addressed in these subjects. The key findings are that: (1) the term 'climate change' appears in the formal curriculum of all six countries in science or geography; (2) approaches to climate change in the curriculum differ substantially across different countries; (3) climate change is often presented as a context, example or elaboration for other science concepts rather than a discrete topic; (4) the presence of climate change in most curriculum documents is scattered and spread over multiple years and (5) knowledge about causes of climate change predominates over action and behavioural changes. These findings raise questions as to whether current school curricula provide sufficient guidance for teachers to develop students' understandings, skills and values regarding climate change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01