ERIC Number: EJ1283392
Record Type: Journal
Publication Date: 2020
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0110-6376
EISSN: N/A
Available Date: N/A
Climate Strikes: Their Value in Engaging and Educating Secondary School Students
Bright, Ria; Eames, Chris
set: Research Information for Teachers, n3 p4-11 2020
The climate strikes of 2019, an extraordinary worldwide phenomenon, swiftly and succinctly showed the world the collective concern of youth. What insights might curriculum planning for climate-change education and classroom pedagogy gain from these climate strikes? Preliminary findings from this study identified four significant considerations in regard to climate-change education. First, the soaring level of climate anxiety among youth. Secondly, political literacy is as important as climate-change literacy for action. Thirdly, social justice is the key to engaging students in climate-change education. Fourthly, an inquiry-based pedagogy that considers the academic (head), emotional (heart), and practical (hands) is appropriate for climate-change education.
Descriptors: Climate, Activism, Social Justice, Learner Engagement, Active Learning, Inquiry, Environmental Education, Sustainable Development, Political Issues, World Problems, Multiple Literacies, Anxiety, Student Attitudes, Youth Leaders, Adolescents, Secondary School Students, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A
Author Affiliations: N/A