Challenging the Nature of Climate Change Education: A Primary Education Perspective
Details:
11:00 – 11:50 am
6th of December
Room: 1S-215
Amy Strachan
Education is central to addressing climate change (UN, 2023), but it is often left to science and geography. Recent research (Monroe et al. 2019; Rousell and Cutter Mackenzie-Knowles, 2020) identifies that formal education primarily focuses on the causes and impacts of climate change and biodiversity loss, with a particular over-emphasis on scientific knowledge. This can be overwhelming and can affect the mental health and emotional wellbeing of children and young people (Lawrence et al, 2021). When different aspects of climate change and biodiversity loss are taught discretely within subject silos, a ‘confusing and disjointed narrative’ can be presented (BSA Future Forum, 2023: 8). It is also important to acknowledge that a scientific understanding of these issues does not necessarily translate into pro-environmental attitudes and behaviours (Brownlee et al, 2013).
This workshop, using England as a case study, presents a broad and pluralistic approach to climate education. Using school sites, focusing on the development of ‘green skills’, and putting student voice at the centre of learning, the approach supports every young person to have a meaningful connection with nature, to understand the concepts of biodiversity and climate change, and to feel able to do something about it. The workshop will present a range of activities, such as the hidden nature challenge, and exploring tools that can be used in primary education, across a range of subject areas.
About the Presenter
After teaching for over 12 years in England, Japan and The Gambia, I worked as a senior lecturer in primary science education at St Mary’s University, Twickenham, London. During this time, my doctorate research focused on global learning as a pedagogical approach in science education. After being a university sustainability committee member and authoring books related to diverse representation and sustainability in science education, I worked with the Department of Education in England to build a climate education curriculum for those in formal education. Within my most recent role as lecturer in pedagogy and curriculum at the University of the Sunshine Coast, Queensland, I continue my climate education research.
