Karin Oberauer
Biographic Data
| ID | 6674761 |
|---|---|
| NAME | Karin Oberauer |
| GIVEN NAMES | Karin |
| FAMILY NAME | Oberauer |
| SIGNATURE | OBERAUER K |
| AFFILIATIONS | Universität Innsbruck |
| ORCID | 0000-0003-3201-8400 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Exploring young people's visual perceptions of nature on urban school grounds
Urban growth and densification increasingly limit children's and young people's access to natural environments. Since they spend a considerable amount of time within school grounds and their immediate surroundings during their childhood, daily encounters with nature are often closely linked and restricted to these environments. Research shows that exposure to nature on school grounds fosters well‐being and resilience, and even a green view from t…
Peer Learning Activity zur Bildung für Nachhaltige Entwicklung. Ein innovativer Ansatz für interdisziplinäre Lehre an Universitäten
Die Peer Learning Activity (PLA) an der Universität Innsbruck verfolgt das Ziel, innovative, interdisziplinäre Lehrkonzepte für Bildung für nachhaltige Entwicklung (BNE) zu entwickeln, die die Sustainable Development Goals (SDGs) einbeziehen. Lehrende arbeiten in inter- disziplinären Teams, um praxisnahe Lehrveranstaltungen zu gestalten, wobei Studierende aktiv in den Konzeptionsprozess eingebunden werden
Conceptual links between environmental psychology and climate change education to encourage climate-friendly behavior of young people. Is there a role for self-regulation
Bridging the gap between climate change knowledge and climate-friendly behavior remains one of the biggest challenges in the twenty-first century. Traditional approaches to behavior change have tended to focus on expanding evidence-based knowledge, with limited translation into action. New methods to increase action must be explored, and self-regulation in encouraging climate-friendly behavior presents an interesting approach. We applied the Risk…
Teenagers performing research on climate change education in a fully integrated design-based research setting
This follow-up study presents a design-based research (DBR) setting implemented over a three-year project called ‘eKidZ – Teach Your Parents Well’ which uses research-based learning and follows the four phases of DBR. In an iterative cycle, 20 teenagers aged 14–16 took on the role of researchers and investigated intergenerational learning and the multiplier effects of students participating in the Climate Change Education project ‘k.i.d.Z.21 – Co…
Rethinking Quality Science Education for Climate Action
Latest findings of the IPCC highlight the fact that there is an urgent need for climate action on both individual and societal levels, because political regulations and technical advances just would not be enough to counter climate change. Acknowledging young people’s role as present and future decision-makers, their engagement is absolutely imperative in order to achieve Sustainable Development Goal 13, “Climate Action.” Therefore, new methods o…
The impact of teenagers' emotions on their complexity thinking competence related to climate change and its consequences on their future
This study seeks to address critical gaps in climate change education research with regard to (1) emotions triggered in teenage students learning about climate change, (2) the students’ complexity thinking competence in the context of climate change consequences, and (3) the interconnections between different types of emotions and the levels of complexity thinking competence in teenagers’ explanations of climate change. The study drew on quantita…
Conceptual links between environmental psychology and climate change education to encourage climate-friendly behavior of young people. Is there a role for self-regulation
Bridging the gap between climate change knowledge and climate-friendly behavior remains one of the biggest challenges in the twenty-first century. Traditional approaches to behavior change have tended to focus on expanding evidence-based knowledge, with limited translation into action. New methods to increase action must be explored, and self-regulation in encouraging climate-friendly behavior presents an interesting approach. We applied the Risk…
Rethinking Quality Science Education for Climate Action
Latest findings of the IPCC highlight the fact that there is an urgent need for climate action on both individual and societal levels, because political regulations and technical advances just would not be enough to counter climate change. Acknowledging young people’s role as present and future decision-makers, their engagement is absolutely imperative in order to achieve Sustainable Development Goal 13, “Climate Action.” Therefore, new methods o…
The impact of teenagers' emotions on their complexity thinking competence related to climate change and its consequences on their future
This study seeks to address critical gaps in climate change education research with regard to (1) emotions triggered in teenage students learning about climate change, (2) the students’ complexity thinking competence in the context of climate change consequences, and (3) the interconnections between different types of emotions and the levels of complexity thinking competence in teenagers’ explanations of climate change. The study drew on quantita…
Teenagers performing research on climate change education in a fully integrated design-based research setting
This follow-up study presents a design-based research (DBR) setting implemented over a three-year project called ‘eKidZ – Teach Your Parents Well’ which uses research-based learning and follows the four phases of DBR. In an iterative cycle, 20 teenagers aged 14–16 took on the role of researchers and investigated intergenerational learning and the multiplier effects of students participating in the Climate Change Education project ‘k.i.d.Z.21 – Co…
Exploring young people's visual perceptions of nature on urban school grounds
Urban growth and densification increasingly limit children's and young people's access to natural environments. Since they spend a considerable amount of time within school grounds and their immediate surroundings during their childhood, daily encounters with nature are often closely linked and restricted to these environments. Research shows that exposure to nature on school grounds fosters well‐being and resilience, and even a green view from t…
Peer Learning Activity zur Bildung für Nachhaltige Entwicklung. Ein innovativer Ansatz für interdisziplinäre Lehre an Universitäten
Die Peer Learning Activity (PLA) an der Universität Innsbruck verfolgt das Ziel, innovative, interdisziplinäre Lehrkonzepte für Bildung für nachhaltige Entwicklung (BNE) zu entwickeln, die die Sustainable Development Goals (SDGs) einbeziehen. Lehrende arbeiten in inter- disziplinären Teams, um praxisnahe Lehrveranstaltungen zu gestalten, wobei Studierende aktiv in den Konzeptionsprozess eingebunden werden
Conceptual links between environmental psychology and climate change education to encourage climate-friendly behavior of young people. Is there a role for self-regulation
Bridging the gap between climate change knowledge and climate-friendly behavior remains one of the biggest challenges in the twenty-first century. Traditional approaches to behavior change have tended to focus on expanding evidence-based knowledge, with limited translation into action. New methods to increase action must be explored, and self-regulation in encouraging climate-friendly behavior presents an interesting approach. We applied the Risk…
Environmental Education and Sustainability (4 works) · Climate Change Communication and Perception (3 works) · Pedagogy (3 works) · Psychology (3 works) · Climate change (2 works) · Ecology (2 works) · Environmental education (2 works) · Political science (2 works) · Qualitative research (2 works) · Science education (2 works)