Key Questions about Climate Change Education and Research: 'Essences' and 'Fragrances'

Autor/in	Reid, Alan
Titel	Key Questions about Climate Change Education and Research: 'Essences' and 'Fragrances'
Quelle	In: Environmental Education Research, 25 (2019) 6, S.972-976 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reid, Alan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2019.1662078
Schlagwörter	Climate; Environmental Education; Educational Research; Educational Objectives; Pedagogical Content Knowledge; Educational Practices; Investigations; Scientific Research; Evidence; Prevention; Accountability; Teaching Methods + Suchen Sie Ihr Suchwort? Klima; Umweltbildung; Umwelterziehung; Umweltpädagogik; Bildungsforschung; Pädagogische Forschung; Educational objective; Bildungsziel; Erziehungsziel; Pädagogische Kompetenz; Bildungspraxis; Untersuchung; Evidenz; Prävention; Vorbeugung; Verantwortung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This non-traditional article identifies a series of questions pursued and/or critiqued within inquiries about climate change education (CCE) and research. The questions and clustering format were initially crystallised from summaries and critical discussion with editors, referees, and critical friends of this journal, during the process of bringing together a series of international studies for various CCE collections in "Environmental Education Research." First offered as a supplement to a Virtual Special Issue, launched at Education Day of COP23 in Bonn (2017), the 'key questions' were subsequently revised in light of community feedback and further analysis of the 'blind, blank, bald, and bright spots' for environmental education and CCE research that they might represent. Sources used to guide the initial compilation and revision were submissions to, reviews of, and studies published in the journal between 2010 and 2019, and those forming two additional collections of research and commentary on CCE, published in Volume 25. Other considerations were: (i) the literature base associated with these papers (drawing on citation and document analysis), and (ii) presentations and conversations on CCE topics at various international research- and education-focused events during that period, focusing on what seemed 'stale', 'fresh', and 'invigorating'. In sum, the questions: (a) suggest various 'fundamental topics' to 'niche considerations' about CCE and research in this research field, (b) reflect a diversity of question purposes and formats that may direct, underpin, and/or structure associated research projects and publications too, and (c) reveal a complex array of assumptions and ends-in-view that are not necessarily compatible with each other nor with a coherent or progressive agenda for research and practice development. Further commentary and responses to the 'essences' and 'fragrances' associated with such questions, as well as new questions and analysis from relevant sources, fields, periods and projects, are invited. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01