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dc.contributor.advisorField, Ellen
dc.contributor.authorSpiropoulos, Gia
dc.date.accessioned2020-05-22T14:36:14Z
dc.date.available2020-05-22T14:36:14Z
dc.date.created2020
dc.date.issued2020
dc.identifier.urihttp://knowledgecommons.lakeheadu.ca:7070/handle/2453/4652
dc.description.abstractThe purpose of this literature review is to report on current climate change education research focused on best practice for climate change pedagogy at the secondary level. Through the literature, I demonstrate the importance of developing an understanding of climate change while creating a deeper and emotional connection to the environment with the goal of educating students who are active and engaged citizens, motivated to be future changemakers. Reid (2019) asks, “What are the risks and benefits of having climate change education focus primarily on, say, cognitive awareness, emotions, and/or behaviour change?” (p.974). While teaching climate science is essential to understand the foundational knowledge, the end goal is to create active citizens who will one day leave the classroom as those changemakers and policy drivers. Having an underlying educational purpose of motivating students to understand and develop a passion for making change requires this emotional switch to be activated and stimulated.en_US
dc.language.isoen_USen_US
dc.subjectClimate change educationen_US
dc.subjectPlace-based learningen_US
dc.subjectInquiry-based learningen_US
dc.subjectTeacher professional developmenten_US
dc.subjectInquiry guides (climate change)en_US
dc.subjectClimate change pedagogyen_US
dc.titleClimate change education inquiries in the secondary classroom: a practical guideen_US
dc.typePortfolioen_US
etd.degree.nameMaster of Educationen_US
etd.degree.levelMasteren_US
etd.degree.disciplineEducationen_US
etd.degree.grantorLakehead Universityen_US
dc.contributor.committeememberBerger, Paul


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