Nicholls, Jennifer, and Stevenson, Robert B. (2015) Queensland teachers' understandings of education for climate change. eTropic, 14 (1). pp. 21-27.

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Abstract

Teachers approach curriculum with complex experiences, ideas, beliefs, and values that shape the way they interpret and respond to curriculum documents. In the context of national and state curriculum frameworks and policies supporting education for sustainability (EfS), it is important to examine the role and influence of teachers' beliefs about climate change and pedagogy on climate change education practices within their school classrooms. This paper examines teachers' personal and professional beliefs about climate change and climate change education. Survey data from over 300 Queensland primary and secondary teachers were first analysed to identify teachers' understandings and beliefs relating to the realities, causes, and consequences of climate change. Next, the data were analysed to illuminate how teachers conceptualise climate change education in terms of content and processes. This research is part of a larger PhD research project investigating teacher beliefs and climate change education.

Item ID:	42959
Item Type:	Article (Research - C1)
ISSN:	1448-2940
Keywords:	climate change education, teacher beliefs
Date Deposited:	09 Mar 2016 03:50
FoR Codes:	13 EDUCATION > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified @ 50% 13 EDUCATION > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy @ 50%
SEO Codes:	93 EDUCATION AND TRAINING > 9303 Curriculum > 930302 Syllabus and Curriculum Development @ 30% 93 EDUCATION AND TRAINING > 9305 Education and Training Systems > 930501 Education and Training Systems Policies and Development @ 40% 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development @ 30%
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