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No tragedies before grade four? Expert opinion on teaching climate change to children

机译：四年级之前没有悲剧吗？关于向儿童教授气候变化的专家意见

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摘要

One response to solving global climate change is the education of the next generation. The goal is to ensure they mature as responsible environmental citizens. This research explores expert opinion across disciplines to determine when children should learn about climate change. David Sobel (1996) asserts that there should be no tragedies taught before grade four and many have followed his guideline. Semi-structured interviews were conducted with five participants to garner their views regarding Sobel's conjecture; a thought-piece was circulated to the participants to further elicit their opinions. This study indicates that Sobel's benchmark is not applicable across all contexts and that a critical appraisal by educators is necessary to determine what children need to know about climate change given their circumstances. A set of guidelines and guiding principles emerged from the data to help provide insight to educators about teaching climate change.
机译：解决全球气候变化的一项应对措施是下一代教育。目的是确保他们成长为负责任的环境公民。这项研究探索了跨学科的专家意见，以确定儿童何时应该了解气候变化。大卫·索贝尔（David Sobel，1996）断言，四年级之前不应有悲剧发生，许多人都遵循了他的指导方针。对五名参与者进行了半结构化访谈，以征询他们对索贝尔猜想的看法。向与会者散发了思想，以进一步征求他们的意见。这项研究表明，Sobel的基准并非适用于所有情况，并且教育工作者必须进行严格的评估，以确定儿童在他们的情况下需要了解哪些有关气候变化的知识。从数据中得出了一套指导方针和指导原则，以帮助向教育工作者提供有关气候变化教学的见识。

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  • 作者

    Armstrong, Carly Louise.;

  • 作者单位

    Royal Roads University (Canada).;

  • 授予单位 Royal Roads University (Canada).;
  • 学科 Early childhood education.;Climate change.;Curriculum development.;Environmental science.
  • 学位 M.A.
  • 年度 2010
  • 页码 104 p.
  • 总页数 104
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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