Breaking Boundaries
Listening to our reflective practitioners
A symposium by St Ignatius College
Climate Change Education
Analysis of European Pedagogy That
Empowers Students to Act
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Duncan Ciappara
Introduction to Climate Change�Definitions, Facts, Impacts
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My interest in Climate Change and the link to Education
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Climate Change Definition
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Climate Change and Global Warming �
Climate change is a variation in the state of the climate that can be identified statistically through natural and anthropogenic fluctuations.
Global warming is the increase in global surface temperatures which is mainly human-caused, while climate change includes both global warming and its effects, such as changes in precipitation.
(based on IPCC report, 2021)�https://www.ipcc.ch
Quotes on Global Warming – Urgency & Importance
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“Global warming, reaching 1.5°C in the near-term, would cause unavoidable increases in multiple climate hazards and present multiple risks to ecosystems and humans.”
IPCC, 2022
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“Climate change has been identified as one of the five major issues confronting humanity in this century .”
World Economic Forum, 2020
Major contributors of climate change
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Source: IPCC, 2021; Kump et al., 2014
Major contributors of climate change
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Source: IPCC, 2021; EPA: U.S. Environmental Protection Agency, 2023- Note: Percentages may not add up to 100% due to independent rounding.
Statistics
World CO2 Emissions per Year Data Chart
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Hawaii
CO2 concentrations derived from
Mauna Loa, Observatory, Hawaii
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We have 30 years to cut our CO2 emissions
Currently, the CO2 added is 3% higher than absorbed
Average temperature will rise 1.5ºC this century if we fail
Source: Keeling et al. (2022)
Climate Change Education
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Why climate change education?
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If school science is to meet these current and future needs, it must provide opportunities for students to investigate what scientists' roles are in relation to climate change and why their contribution is both long-lasting and meaningful
Osborne & Dillon, 2008
Why climate change education?
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If school science is to meet these current and future needs, it must provide opportunities for students to investigate what scientists' roles are in relation to climate change and why their contribution is both long-lasting and meaningful
Osborne & Dillon, 2008
More frequent floods
More droughts
Climate refugees increase
Crop failure
Water scarcity
Mass extinction of species
Stronger hurricanes
This study draws on Ciappara 2016 research
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Systematic literature review
Analysis of the Maltese science curriculum (2014)
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Does it provide students with the necessary skills?
There appears a lack of knowledge and awareness due to misconceptions
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How are students responding to climate change issues - are they aware that their actions, along with the actions of others, can help to mitigate climate change?
Drawing from what we already know
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Where we are
What do we know
How to get there
More specifically, this paper analyses whether the current science curriculum (2018) challenges students sufficiently about their daily habits to address climate change.
Ciappara, 2023
Methods & Methodology
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Investigating Climate Change Education in European Context
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The 3 steps to the methodology
Systematic literature review and evaluation using PROMPT criteria.
Comparison with other European countries: England, Greece, Malta, Scotland, and Sweden.
Research focus: Teaching methods in Maltese science curriculum (2018) for climate change mitigation.
Key Findings and Research Themes�
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Addressing climate change misconceptions
Theme 1
Raising climate change educational awareness
Theme 2
Four major themes identified:
Individual environmental responsibility
Theme 3
Local and global challenges for sustainable development
Theme 4
Data Analysis
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Keywords and criteria used for literature search and analysis.
teaching’; ‘climate change’; ‘secondary schooling’; ‘environment’ and ‘science education’
Focus on secondary education, including post-secondary for Malta due to limited literature.
Grouping and tracking relevant papers under defined themes.
Related Literature
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Selected authors of review papers
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Özdem et al., (2014)
Kolenatý et al., (2022)
Grima et al., (2010 )
Shallcross et al., (2007)
Liarakou et al., (2011)
Study 1 - Results
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Özdem et al., (2014)
Secondary and Upper secondary students – 289 girls, 324 boys from 7 different regions
Used a survey method with 12 – 13-year-old students – perspectives on climate change
Global Phenomena appear to have a greater impact than local phenomena
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Students are unwilling to take action because they believe they are powerless to change the situation.
Özdem et al., (2014)
Supported by
Kolenatý et al., (2022)
Maltese Studies
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Grima et al., (2010 )
Despite having knowledge gaps, students developed incorrect connections between global warming and ozone depletion
Following the analysis of the questionnaire data, a group interview with four groups of ten students was conducted
A total of 280 Maltese post-secondary school students took part in an in-depth group interview and filled out a questionnaire
Shallcross et al., (2007)
Conducted case studies with secondary school students in Malta, England, and Greece, emphasizing contextual knowledge as part of a school-focused strategy
The Malta study involved 40 students and 2 teachers from St. Theresa's Green Club, known for their pro-environmental approach and sustainable practices.
Whole-school development involves students in shaping their learning and environment, seeing academic improvement as a collaborative, circular process within the school community.
A selection of statement responses of Maltese-post-secondary Environmental studies students on Ozone Depletion
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Grima et al., (2010 )
A selection of statement responses of Maltese-post-secondary Environmental studies students on Ozone Depletion
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Grima et al., (2010 )
What do these studies show?�Conclusion of Maltese studies
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Spiral Curriculum
Linking Formal & Non-Formal
Climate change studies
What the studies have found
Student participation is crucial for whole-school development and achievement. Schools should shift to active student involvement in curriculum and learning environment decisions for sustainable progress. However, students’ misconceptions persist due to logical reasoning and can be addressed:
- allows students to constantly build on what they have previously learned
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Grima et al., (2010 )
Shallcross et al., (2007)
Discussion
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Goals and Challenges of Climate Change Education
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What people see
Under �the surface
“Warmer climate? No problem, good for me :)”
Goals: Increase scientific knowledge and understanding of environmental interactions.
Complexity of climate change: Moral, economic, and scientific dimensions.
Importance of early adolescence for abstract reasoning and interest in environmental issues.
Environmental involvement motivates collective environmental measures.
Misconceptions and Student Participation
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Link between ozone depletion and greenhouse effect.
Lack of control and participation among students in making environmental choices
Class discussions to challenge climate change misconceptions
Local involvement enhances students' understanding of climate change effects. Concrete and practical programs facilitate better understanding.
Misconceptions
Possible Solution
Lack of participation
Local Involvement
Local Initiatives and Collective Action�
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Local involvement and understanding of climate change effects
Individual and collective spheres: Motivating students for environmental actions and long-term mitigation
Maltese science curriculum (2018): Emphasizes students' personal initiatives for sustainable living
Recommendations
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Incorporating Reflection in Science Curriculum
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Interdisciplinary
Climate change affects multiple subjects, necessitating a reflective component in science curriculum
Engagement
Maltese science curriculum includes discussions, cross-curricular initiatives, and waste management site visits
Synergy
Cross-curricular approaches support systems thinking and understanding climate change interconnections.
Spiral fashion curriculum builds on students' prior knowledge and promotes independent learning
Engaging Students in Climate Change Solutions
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Hands-on experiences often focus on the effects of climate change rather than solutions and underlying causes.
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Proposed method: investigate materials students use daily, track consumption, and research composition and waste management.
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Students can propose solutions and alternative measures linking their consumption to climate change.
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Encouraging students to reduce reliance on specific products and identify lifestyle changes.
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Importance of Individual Lifestyle Choices
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Students rarely question the significance of individual lifestyle choices in climate action.
Students rarely question the significance of individual lifestyle choices in climate action.
Consideration for institutional forms of consumerism and organized opposition is lacking
Proposed method may be less popular due to indirect links between product materials and climate change.
Awareness
Perception
Accountability
Addressing Students' Perceptions and Knowledge Gaps
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Laboratory experiments can demonstrate the heat-trapping properties of carbon dioxide to correct erroneous reasoning
Both terms should be integrated in class to address confusion and students' linking of the greenhouse effect with the ozone layer
Maltese science curriculum mentions the greenhouse effect but omits ozone depletion
Climate phenomena are complex, and students often hold varying and incorrect perceptions
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Enhancing Climate Change Education through Action
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Examples
Curriculum
Conclusions - Limitations & Future Research
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Gender Differences and Empirical Data on Maltese Students' Perceptions of Climate Change
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Girls and boys perceive climate change differently and may have differing perspectives on mitigation (Rautio et al., 2021)
Study aimed to examine climate change teaching methods and ensure all students are prepared to mitigate climate change
Lack of empirical data on climate change issues among Maltese secondary school students
Evaluation of Maltese students' performance compared to European peers using qualitative and quantitative data in mixed-gender context.
Advancing Climate Change Education: Misconceptions, Inclusivity, and Engaging Scientific Messengers
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Future research should aim to integrate climate science with personal, social, and economic contexts to provide a more comprehensive understanding.
The accessibility of climate change issues for students with Special Educational Needs (SEN) requires further research to promote inclusive learning environments.
Research should explore how different cultures, including African and Asian perspectives, perceive climate change to broaden the understanding of environmental concerns.
Inspiring student engagement in climate change through scientific experts and VR technology.
Advancing Climate Change Education: Misconceptions, Inclusivity, and Engaging Scientific Messengers
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Future research should aim to integrate climate science with personal, social, and economic contexts to provide a more comprehensive understanding.
The accessibility of climate change issues for students with Special Educational Needs (SEN) requires further research to promote inclusive learning environments.
Research should explore how different cultures, including African and Asian perspectives, perceive climate change to broaden the understanding of environmental concerns.
Inspiring student engagement in climate change through scientific experts and VR technology.
Thank you
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Duncan Ciappara
Duncan Ciappara graduated from the University of Malta with a B.Sc. (Hons) in Mathematics and Physics, followed by a PGCE in Science. After a few years, he pursued an MSc. in Professional Science from the Open University (UK), focusing on Earth Science and Science Education. Duncan has spent the last ten years teaching science and physics. He also appeared on several radio shows, primarily to discuss climate change issues. Duncan took part in several science-related initiatives, including the first Go4Industry teacher internship programme and a visit to CERN, the world's largest and most comprehensive particle physics laboratory in Genève, Switzerland.
Affiliation: St Ignatius College, Ħandaq Middle School
email address: duncan.ciappara@ilearn.edu.mt
About
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References
EPA: U.S. Environmental Protection Agency. (2023). Sources of Greenhouse Gas Emissions. Inventory of U.S. Greenhouse Gas Emissions and Sinks: 1990–2021. https://www.epa.gov/ghgemissions/sources-greenhouse-gas-emissions
Grima, J., Filho, W. L., & Pace, P. (2010). Perceived Frameworks Of Young People On Global Warming And Ozone Depletion. Journal of Baltic Science Education, 9(1), 35–49.
IPCC. (2021). Climate Change 2021: The Physical Science Basis. Contribution of Working Group I to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change. https://doi.org/10.1017/9781009157896
IPCC. (2022). Climate Change 2022: Mitigation of Climate Change. Contribution of Working Group III to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change . 10.1017/9781009157926
Keeling, R. F., Walker, S. J., Piper, S. C., & Bollenbacher, A. F. (2022). Atmospheric CO2 concentrations (ppm) derived from in situ air measurements - Scripps CO2 program. https://scrippsco2.ucsd.edu/data/atmospheric_co2/mlo.html
Kolenatý, M., Kroufek, R., & Činčera, J. (2022). What Triggers Climate Action: The Impact of a Climate Change Education Program on Students’ Climate Literacy and Their Willingness to Act. Sustainability, 14(16), 1–20. https://doi.org/10.3390/su141610365
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References
Kump, L., Kasting, J., & Crane, R. (2014a). Global Change. In L. Kump, J. Kasting, & R. Crane (Eds.), The Earth System (Vol. 3rd, pp. 11–32). Pearson Education Limited.
Liarakou, G., Athanasiadis, I., & Gavrilakis, C. (2011). What Greek secondary school students believe about climate change? International Journal of Environmental and Science Education, 6(1), 79–98.
Maltese Science Curriculum. (2018). Science - Learning Outcomes Framework. Department for Curriculum, Lifelong learning and Employability - Directorate for Learning and Assessment Programmes. https://curriculum.gov.mt/en/new_syllabi/Documents/Year_07_08/Science_yr08_2019_LOF_Curriculum_plus_CCP.pdf
Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections. London: Nuffield Foundation, January.
Özdem, Y., Dal, B., Öztürk, N., Sönmez, D., & Alper, U. (2014). What is that thing called climate change? An investigation into the understanding of climate change by seventh-grade students. International Research in Geographical and Environmental Education, 23(4), 294–313. https://doi.org/10.1080/10382046.2014.946323
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References
Rautio, A., Kukarenko, N., Nilsson, L. M., & Evengard, B. (2021). Climate change in the arctic—the need for a broader gender perspective in data collection. International Journal of Environmental Research and Public Health, 18(2), 628. https://doi.org/10.3390/ijerph18020628
Shallcross, T., Robinson, J., Pace, P., & Tamoutseli, K. (2007). The role of students’ voices and their influence on adults in creating more sustainable environments in three schools. Improving Schools, 10(1). https://doi.org/10.1177/1365480207073723
SQA. (2012). National 3 Environmental Science Course Support Notes (pp. 1–52). http://www.sqa.org.uk/files_ccc/CfE_CourseUnitSupportNotes_N3_Sciences_EnvironmentalScience.pdf
World Economic Forum. (2020). The global risks report 2020. https://www3.weforum.org/docs/WEF_Global_Risk_Report_2020.pdf
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