| Project/Area Number |
19K14236
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| Research Category |
Grant-in-Aid for Early-Career Scientists
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| Allocation Type | Multi-year Fund |
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| Review Section |
Basic Section 09040:Education on school subjects and primary/secondary education-related
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| Research Institution | Kyoto University |
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Principal Investigator |
Baars Roger 京都大学, 地球環境学堂, 講師 (80824094)
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| Project Period (FY) |
2019-04-01 – 2023-03-31
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| Project Status |
Completed (Fiscal Year 2022)
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| Budget Amount *help |
¥4,160,000 (Direct Cost: ¥3,200,000、Indirect Cost: ¥960,000)
Fiscal Year 2021: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2020: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2019: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
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| Keywords | Climate Change / Education / Teacher Training / Teacher Education / Pedagogy / climate change / education / local example / behaviour change / best practice / behavior change |
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| Outline of Research at the Start |
Although a global view of climate change is very important I argue that a balance needs to be achieved with more local, relatable and observable knowledge. Studies have demonstrated that local knowledge can help to make the distant, global, and nebulous threat of climate change personally relevant.
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| Outline of Final Research Achievements |
The research project focused on formal (secondary school) Climate Change Education (CCE) in Japan, Germany and Australia. In all three countries, significant efforts have been made to develop effective CCE materials and strategies. However, the project uncovered some problematic shortcomings in current CCE approaches.
Based on a qualitative review of CCE teaching materials and curricula it was shown that CCE largely fails to connect abstract and distant problems of CC to students’ everyday life. A more place-based approach to CCE was encouraged by these findings. Moreover, the analysis of current teaching practices in CCE suggested that a social-emotional pedagogical approach might be helpful in achieving higher levels of student engagement and possible spill-over effects on environmental behaviors. Main research outputs are multiple conference presentations as well as three journal articles (currently under review).
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| Academic Significance and Societal Importance of the Research Achievements |
The overall project has analyzed teaching practices and materials in Climate Change Education across three different countries. The study helps to develop effective strategies for future teaching approaches based on everyday life specific elements of CC and transformative pedagogical tools.
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