Lars Keller
Biographic Data
| ID | 6674764 |
|---|---|
| NAME | Lars Keller |
| GIVEN NAMES | Lars |
| FAMILY NAME | Keller |
| SIGNATURE | KELLER L |
| AFFILIATIONS | Universität Innsbruck |
| ORCID | 0000-0003-3864-7005 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Exploring high mountain environments
Introduction In recent years, the consequences of climate change for human well-being and ecosystems have become increasingly severe. High mountain environments are undergoing changes that not only make the effects of climate change visible but generate new environmental risks. These highly dynamic environments represent powerful learning sites but also pose challenges for education due to their visible responses to rising temperatures. Place-bas…
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…
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…
Transformative climate change education and the school caretaker
Schools are central to climate change education and climate-friendly transformations both as places which actually produce CO 2 emissions and, above all, as educational institutions. Following a new materialist, transdisciplinary approach, we research here some of the entanglements that constitute schools as whole institutions. As part of the research-education-cooperation k.i.d.Z.21_aCtiOn2 (Austrian Climate Research Program), our innovative app…
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…
Young People’s Pre-Conceptions of the Interactions between Climate Change and Soils – Looking at a Physical Geography Topic from a Climate Change Education Perspective
The interactions of climate change and soils (ICCS) are scarcely examined in Climate Change Education (CCE). Analyzing the pre-conceptions of secondary school students (n = 421) reveals a high number of missing answers (48.2%), while residual participants responded with either medium (33.3%) or low (11.5%) complexity levels. The natural and the human sphere are scarcely interconnected and mentioned positive feedback effects indicate students’ spa…
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…
Klimawandel sichtbar machen
Ein Grundproblem der Klimawandelbildung ist die ,,Unsichtbarkeit“ von Klimawandel und seinen Folgen. Priorität im Projekt KlimaAlps ist, Klimawandelfolgen in ausgewählten Landschaftsräumen (,,KlimaTopen“) in der Projektregion Bayern und Österreich für jedermann/jederfrau in der Lebenswelt sichtbar zu machen. Darüber hinaus wird Lernen an ein authentisches Setting im KlimaTop angebunden. Durch Zusammenführung von KlimaTopen und Ausbildungsmodulen …
Den 17 Nachhaltigen Entwicklungszielen den Weg bereiten
Das Projekt Universitäten und Nachhaltige EntwicklungsZiele (UniNEtZ) ‐ mit 16 Universitäten, dem Climate Change Centre Austria, der Geologischen Bundesanstalt und dem studentischen Netzwerk forum n ‐ entwickelt Optionen zur Erfüllung der Sustainable Development Goals (SDGs) der Agenda 2030 . Die Optionen können aber erst wirksam werden, wenn Gesellschaft, Wirtschaft und Politik bei der Umsetzung miteinbezogen werden
The contribution of tsunami evacuation analysis to evacuation planning in Chile
Research on evacuation behavior in natural disasters provides a valuable contribution in the development of effective short- and long-term strategies in disaster risk management (DRM). Many studies address evacuation simulation utilizing mathematical modeling approaches or GIS-based simulation. In this contribution, we perform a detailed analysis of an entire evacuation process from the decision to evacuate right up to the arrival at a safe zone.…
Changing Climate Change Education
Education for Sustainable Development (ESD) and Climate Change Education (CCE) aim at increasing (young) people’s competencies and critical engagement. Their impact depends on innovative learning settings. In this study, we deliver scientific evidence of the success of ESD/CCE in schools when pupils do their own research and co-operate with experts.The COP21 Agreement 2015 sets very high targets, which cannot be reached by political agreements or…
Kompetent in die Zukunft
k.i.d.Z.21 ‐ kompetent in die Zukunft ist eine Forschungs-Bildungs-Kooperation zur Klimawandelbildung. Seit 2012 zielt sie darauf ab, bei Schüler(inne)n in Österreich und Bayern Wahrnehmung für die Herausforderungen des Klimawandels, Bewusstsein für notwendiges Handeln und Handlungsbereitschaft zu schaffen
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…
Transformative climate change education and the school caretaker
Schools are central to climate change education and climate-friendly transformations both as places which actually produce CO 2 emissions and, above all, as educational institutions. Following a new materialist, transdisciplinary approach, we research here some of the entanglements that constitute schools as whole institutions. As part of the research-education-cooperation k.i.d.Z.21_aCtiOn2 (Austrian Climate Research Program), our innovative app…
Kompetent in die Zukunft
k.i.d.Z.21 ‐ kompetent in die Zukunft ist eine Forschungs-Bildungs-Kooperation zur Klimawandelbildung. Seit 2012 zielt sie darauf ab, bei Schüler(inne)n in Österreich und Bayern Wahrnehmung für die Herausforderungen des Klimawandels, Bewusstsein für notwendiges Handeln und Handlungsbereitschaft zu schaffen
Changing Climate Change Education
Education for Sustainable Development (ESD) and Climate Change Education (CCE) aim at increasing (young) people’s competencies and critical engagement. Their impact depends on innovative learning settings. In this study, we deliver scientific evidence of the success of ESD/CCE in schools when pupils do their own research and co-operate with experts.The COP21 Agreement 2015 sets very high targets, which cannot be reached by political agreements or…
The contribution of tsunami evacuation analysis to evacuation planning in Chile
Research on evacuation behavior in natural disasters provides a valuable contribution in the development of effective short- and long-term strategies in disaster risk management (DRM). Many studies address evacuation simulation utilizing mathematical modeling approaches or GIS-based simulation. In this contribution, we perform a detailed analysis of an entire evacuation process from the decision to evacuate right up to the arrival at a safe zone.…
Klimawandel sichtbar machen
Ein Grundproblem der Klimawandelbildung ist die ,,Unsichtbarkeit“ von Klimawandel und seinen Folgen. Priorität im Projekt KlimaAlps ist, Klimawandelfolgen in ausgewählten Landschaftsräumen (,,KlimaTopen“) in der Projektregion Bayern und Österreich für jedermann/jederfrau in der Lebenswelt sichtbar zu machen. Darüber hinaus wird Lernen an ein authentisches Setting im KlimaTop angebunden. Durch Zusammenführung von KlimaTopen und Ausbildungsmodulen …
Den 17 Nachhaltigen Entwicklungszielen den Weg bereiten
Das Projekt Universitäten und Nachhaltige EntwicklungsZiele (UniNEtZ) ‐ mit 16 Universitäten, dem Climate Change Centre Austria, der Geologischen Bundesanstalt und dem studentischen Netzwerk forum n ‐ entwickelt Optionen zur Erfüllung der Sustainable Development Goals (SDGs) der Agenda 2030 . Die Optionen können aber erst wirksam werden, wenn Gesellschaft, Wirtschaft und Politik bei der Umsetzung miteinbezogen werden
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…
Young People’s Pre-Conceptions of the Interactions between Climate Change and Soils – Looking at a Physical Geography Topic from a Climate Change Education Perspective
The interactions of climate change and soils (ICCS) are scarcely examined in Climate Change Education (CCE). Analyzing the pre-conceptions of secondary school students (n = 421) reveals a high number of missing answers (48.2%), while residual participants responded with either medium (33.3%) or low (11.5%) complexity levels. The natural and the human sphere are scarcely interconnected and mentioned positive feedback effects indicate students’ spa…
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…
Transformative climate change education and the school caretaker
Schools are central to climate change education and climate-friendly transformations both as places which actually produce CO 2 emissions and, above all, as educational institutions. Following a new materialist, transdisciplinary approach, we research here some of the entanglements that constitute schools as whole institutions. As part of the research-education-cooperation k.i.d.Z.21_aCtiOn2 (Austrian Climate Research Program), our innovative app…
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…
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…
Exploring high mountain environments
Introduction In recent years, the consequences of climate change for human well-being and ecosystems have become increasingly severe. High mountain environments are undergoing changes that not only make the effects of climate change visible but generate new environmental risks. These highly dynamic environments represent powerful learning sites but also pose challenges for education due to their visible responses to rising temperatures. Place-bas…
Climate Change Communication and Perception (7 works) · Environmental Education and Sustainability (7 works) · Climate change (6 works) · Pedagogy (5 works) · Political science (5 works) · Psychology (5 works) · Sociology (5 works) · Ecology (4 works) · Environmental education (4 works) · Sustainability in Higher Education (4 works)