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- Title
STRATEGIES USED BY SECONDARY TEACHERS IN INTEGRATING CLIMATE CHANGE EDUCATION IN THEIR LESSSONS: TOWARD A FRAMEWORK FOR COMBATING CLIMATE CHANGE THROUGH EDUCATION.
- Authors
Mavuso, M. P.; Khalo, X.; Kafu-Qavane, B. P.; Olawumi, K. B.
- Abstract
Climate change is a worldwide phenomenon and it is a great concern to all countries as it brings about a warming climate system that affects human behavior. South Africa like other countries is severely affected by climate change. Although attempts are increasingly made to integrate climate change into school curricula, teachers have challenges in preparing and implementing climate change lessons. This study, therefore, seeks to review literature related to the integration of climate change education in the school curriculum to identify the strategies teachers face when integrating climate change education in teaching and learning. The study adopted a literature review approach and a comprehensive electronic search for relevant literature was done using the google search and springer which led to the discovery of research article suitable for the study. The study also aims at suggesting a model that could be used by teachers to integrate climate change in their lessons. This will be done by reviewing the existing literature about climate change education in different countries and its integration in teaching and learning in the classroom. This study outline some of the teaching strategies that can be adopted for the teaching and learning of climate change education which among others includes transdisciplinary, critical thinking and problem-based approach. This study will assist appropriate policy makers to design pedagogical approaches that will enhance effective teaching and learning of climate change education in a way that will promote curriculum alignment and locally relevance in the classroom.
- Subjects
SOUTH Africa; CLIMATE change education; PROBLEM-based learning; CLIMATE change in literature; TEACHERS; CURRICULUM alignment; HUMAN behavior
- Publication
e-BANGI Journal, 2022, Vol 19, Issue 3, p179
- ISSN
1985-3505
- Publication type
Article