Climate Change Education in the Humanities Classroom: A Case Study of the Lowell School Curriculum Pilot

Autor/inn/en	Siegner, Alana; Stapert, Natalie
Titel	Climate Change Education in the Humanities Classroom: A Case Study of the Lowell School Curriculum Pilot
Quelle	In: Environmental Education Research, 26 (2020) 4, S.511-531 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Siegner, Alana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2019.1607258
Schlagwörter	Climate; Environmental Education; Humanities Instruction; Curriculum Implementation; Middle School Students; Reading Comprehension; Integrated Curriculum; Curriculum Development; Learning Readiness; Curriculum Evaluation; Outcomes of Education; District of Columbia + Suchen Sie Ihr Suchwort? Klima; Umweltbildung; Umwelterziehung; Umweltpädagogik; Geisteswissenschaftlicher Unterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Leseverstehen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lernbereitschaft; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Lernleistung; Schulerfolg
Abstract	Climate change as an instructional topic in K-12 schools is most frequently taught in the science classroom. However, it is a human issue requiring social as well as technological and scientific solutions. This study analyzes and evaluates a climate change curriculum implemented via an integrated social studies and language arts framework in a middle school classroom. The curriculum reflects collaboration between a private school, a climate education non-profit, and a government agency (NOAA). Following the first year of implementation, student surveys, teacher interviews, and classroom observations comprise the primary tools of data collection and evaluation. Based off these data, students demonstrate high levels of climate literacy, improvements in reading comprehension, and overall engagement with the topic. Teachers report successes and challenges of teaching the curriculum, and administrators offer opportunities for scaling and implementing the curriculum in other schools and contexts (including public schools). Findings from this study are relevant to climate change curriculum developers, researchers, and educators seeking to incorporate an interdisciplinary, socio-scientific approach to climate change education in their work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01