GeoCapabilities Approach to Climate Change Education

Developing an Epistemic Model for Geographical Thinking

Dados Bibliográficos

ID21348731
AutoresYujing He (0000-0003-2639-7045, University of Helsinki, autor correspondente), Stefano Tani (0000-0002-5418-8702, University of Helsinki), Mikko Puustinen (0000-0002-6737-124X, University of Helsinki)
Ano2024
Volume123
Fascículo2-3
Páginas23-31
Data de publicação2024-05-03
Open AccessSim
TipoARTICLE
PeriódicoJournal of Geography (JOURNAL)
Identificadores do periódicoISSN: 0022-1341 • E-ISSN: 1752-6868
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00221341.2024.2334946
OpenAlexW4394674349
IdiomaEN
Citações recebidas4
Referências citadas39

Multiple perspectives on geographical thinking are lacking in the teaching of climate change in school geography.This study establishes an epistemic model through a co-construction design to support geography teachers' curriculum making with respect to climate change.We developed the preliminary model with four main geographical perspectives, including natural scientific, humanistic, social scientific, and posthuman perspectives, by drawing on studies in academic geography.Based on interviews with nine geography education researchers who have been involved in the GeoCapabilities project, we examined the educational potentials of multiple geographical perspectives in developing student's capabilities to react to climate change

Climate change · Epistemology · Geography · Mathematics education · Sociology · Geography Education and Pedagogy · Geology · Global Education and Multiculturalism · Outdoor and Experiential Education · Philosophy · Psychology

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