Applying Student-Generated Theories about Global Change and Energy Demand

Autor/in	Ahamer, Gilbert
Titel	Applying Student-Generated Theories about Global Change and Energy Demand
Quelle	In: International Journal of Information and Learning Technology, 32 (2015) 5, S.258-271 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-4880
DOI	10.1108/IJILT-01-2015-0002
Schlagwörter	Student Attitudes; Theories; Climate; Energy; Global Approach; Technology Uses in Education; Educational Technology; Scientific Literacy; Hypothesis Testing; Ethics; Politics; Pollution; Land Use; Game Based Learning; Interdisciplinary Approach; Debate; Problem Solving; Teaching Methods + Suchen Sie Ihr Suchwort? Schülerverhalten; Theory; Theorie; Klima; Energie; Globales Denken; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Hypothesenprüfung; Hypothesentest; Ethik; Politik; Schadstoffbelastung; Bodennutzung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Debating; Streitgespräch; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Purpose: The purpose of this paper is to explore how learning technology could be applied to the development of educational tools for global climate change. The task to be performed in an informed dialogue is to assess the causes and drivers for global climate change and to produce an improved basis of scientific understanding for the implementation of the climate protection targets suggested for each country. By character, this approach integrates the political and the scientific level. Design/methodology/approach: The paper applies learning theories and options for educational technologies to socio-economic, technological, biospheric, political and scientific themes relevant to present climate change. Findings: Drivers, effects and subsequent measures are subject to highly nonlinear effects. Thus, the combination of a (scientific, fact based) "Global Change Data Base" and a (dialogic, communication based) discourse (in the spirit of "Surfing Global Change") seems best suitable to produce solutions for the seemingly unresolvable issues of climate protection. This combination of approaches is entitled "Tackle the Task of a Transition through Technological Targets (T[superscript 5])" and allows the application of hypotheses generated by students in a scaffolded setting of discursive learning. Social implications: Suggestions for CO[subscript 2] abatement measures are currently passing the process of political negotiation in all countries in the world. The different views and patterns of ethical values are harmonised during the T[superscript 5] learning process and symbolise the required political process of consensus finding among and between different ministries, countries and global interest groups. Originality/value: This approach includes social and natural driving factors such as population, land use, economics, politics, energy systems, the global carbon cycle, biosphere and climate, and thus offers a more comprehensive learning endeavour than many other approaches. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01