Identifying and Addressing Students' Questions on Climate Change

Autor/inn/en	Tolppanen, Sakari; Aksela, Maija
Titel	Identifying and Addressing Students' Questions on Climate Change
Quelle	In: Journal of Environmental Education, 49 (2018) 5, S.375-389 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-8964
DOI	10.1080/00958964.2017.1417816
Schlagwörter	Qualitative Research; Content Analysis; Foreign Students; Climate; Environmental Education; Student Attitudes; Inquiry; Teaching Methods; Foreign Countries; Academically Gifted; Resident Camp Programs; Conservation (Environment); Ecology; Energy Conservation; Consciousness Raising; Statistical Analysis; Correlation; Finland + Suchen Sie Ihr Suchwort? Qualitative Forschung; Inhaltsanalyse; Klima; Umweltbildung; Umwelterziehung; Umweltpädagogik; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Conservation; Environment; Konservierung; Bewahung; Umwelt; Ökologie; Energieerhaltung; Energiespeicherung; Bewusstseinsbildung; Statistische Analyse; Korrelation; Finnland
Abstract	This study uses qualitative content analysis to examine 355 open-ended questions, presented by 16-19-year-old international students, to find out what students want to learn about climate change. The study finds that students have a high level of consideration toward scientific, societal, and ethical aspects of climate change and that students' questions are multidisciplinary and complex in nature. Most important, the findings show that students ask questions on the same themes that researchers say should be addressed in multidisciplinary climate change education. Based on the findings, this article suggests that climate change education could be developed by adopting guided inquiry. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01