CLEAN Teleconference Call April 11, 2017

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Provenance: Noun Project
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Provenance: Daniela Pennycook, University of Colorado at Boulder
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Climate Change Education: What Works?

Abstract: A recent systematic literature review explored climate change education to understand effective strategies for teaching about this topic. Using the EBSCOhost search engine, we found 959 unique records and screened these abstracts for studies including empirically measured outcomes of an educational intervention. A final sample of 49 papers were read by the research team and several common themes emerged from analysis. While several themes create effective instruction for any topic (e.g., relevant, meaningful, experiential), working with climate change can make these qualities more difficult to achieve. Additional characteristics seem to be important for controversial and value-laden issues, such as addressing misconceptions, interacting with scientists, conducting projects, and engaging in deliberative discussion. This presentation will introduce the process of a systematic review and explain the themes that we found.

This presentation is part of the eeWORKS program of the North American Association for Environmental Education. This work was funded by the Pine Integrated Network: Education, Mitigation, and Adaptation project (PINEMAP), which is a Coordinated Agricultural Project funded by the USDA National Institute of Food and Agriculture under Award # 2011-68002-30185.

Bio: Martha Monroe is responsible for extension activities, research, and courses related to environmental education, conservation behavior, and human dimensions of wildland-urban interface issues. Her work includes the development and evaluation of curriculum resources for educators and understanding how people perceive issues such as wildfire and woody biomass in the South. She is exploring strategies for engaging people in helpful dialogue and productive change as we move toward sustainability.

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CLEAN CollectionTeaching about Climate and Energy