The views of teachers in England on an action-oriented climate change curriculum

نویسندگان

چکیده

To inform current debate around climate change education (CCE) in the school curriculum England, we surveyed views of primary and secondary teachers (N = 626). In direct reference to National Curriculum is confined Science Geography but, unrelated their subject area, favoured a cross-curricular approach with most already communicating students about it. Feeling comfortable delivering CCE was correlated reported resource availability, considering only basic literacy greater funding priority. Teachers supported an action-based including issues global social justice, beginning mitigation projects such as conservation, local tree-planting family advocacy. Local campaigning (e.g. legal demonstration) considered appropriate primary/secondary transition, supporting inclusion civil disobedience but indicating this should begin at (11+ years). Results are compared 2018 poll US teachers.

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ژورنال

عنوان ژورنال: Environmental Education Research

سال: 2021

ISSN: ['1350-4622', '1469-5871']

DOI: https://doi.org/10.1080/13504622.2021.1937576