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Navigating the Environmental Education and Climate Change Curriculum in Türki̇ye through the Prism of Climate Change Literate Citizenship

Year 2023, Volume: 10 Issue: 3, 387 - 413, 30.12.2023
https://doi.org/10.30900/kafkasegt.1346835

Abstract

In the present study a theoretical framework (i.e., Climate Change Literate Citizenship) that combines climate change literacy and climate citizenship was developed first. Then, criteria that correspond to each of the components of the proposed theoretical framework were developed and used to analyze the learning objectives in the “Environmental Education and Climate Change” curriculum. Data analyses utilized in the study presented a snapshot of the descriptive landscape of the curriculum in terms of the distribution of the objectives within the curriculum. Manifest and latent analyses realized through MAXQDA 2022 software were used to illustrate world cloud and word trends and alignment of the curriculum objectives with respect to the criteria developed for the Climate Change Literate Citizenship framework. Findings showed that there was an uneven distribution of the learning objectives within the Climate Change Literate Citizenship framework. Most of the learning objectives aimed to support climate change literacy, where objectives pertaining to the promotion of climate citizenship were relatively less in number. A similar uneven distribution was observed within the components of climate change literacy (i.e., functional, cultural, critical) and climate citizenship (i.e., personally responsible, participatory, justice oriented) as well. That is, there was not any objectives related to the cultural component of climate change literacy; most of the objectives aimed to develop functional component followed by the critical component. Among the components of climate citizenship, personal responsibility component and participatory component were addressed equally but there was only one learning objective that is in line with justice-oriented climate citizenship. Thus, our findings as a whole suggest that the curriculum adopts a fragmented rather than a holistic approach to climate change education. Nonetheless, further studies are required to make more robust conclusions about the curriculum and its practice.

References

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Year 2023, Volume: 10 Issue: 3, 387 - 413, 30.12.2023
https://doi.org/10.30900/kafkasegt.1346835

Abstract

References

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  • Dobson, A. (2007). Environmental citizenship: Towards sustainable development. Sustainable Development, 15(5), 276–285. doi:10.1002/sd.344
  • Dupigny-Giroux, L. A. L. (2010). Exploring the challenges of climate science literacy: Lessons from students, teachers and lifelong learners. Geography Compass, 4(9), 1203–1217.
  • Feinstein, N. W., & Kirchgasler, K. L. (2015). Sustainability in Science Education? How the Next Generation Science Standards Approach Sustainability, and Why It Matters. Science Education, 99(1), 121–144. doi:10.1002/sce.21137
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  • Hadjichambis, A. C., & Reis, P. (2020). Introduction to the conceptualisation of environmental citizenship for twenty-first-century education. Conceptualizing environmental citizenship for 21st century education, 4, 1-14.
  • Hadjichambis, A. C. (2022). European Green Deal and Environmental Citizenship: Two Interrelated Concepts. Environmental Sciences Proceedings, 14(1), 3.
  • Hallar, A. G., McCubbin, I. B., & Wright, J. M. (2011). Change: A place-based curriculum for understanding climate change at Storm Peak Laboratory, Colorado. Bulletin of the American Meteorological Society, 92(7), 909–918. https://doi.org/10.1175/2011BAMS3026.1
  • Hansen, P. J. K. (2010). Knowledge about the greenhouse effect and the effects of the ozone layer among Norwegian pupils finishing compulsory education in 1989, 1993, and 2005— What now? International Journal of Science Education, 32, 891–908.
  • Hargis, K., and McKenzie, M. (2020). Responding to Climate Change Education: A Primer for K-12 Education. The Sustainability and Education Policy Network, Saskatoon, Canada. https://sepn.ca/resources/report-respondin g-to-climate-change-education-a-primer-for-k-12-education
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  • Hestness, E., Randy McGinnis, J., & Breslyn, W. (2019). Examining the relationship between middle school students’ sociocultural participation and their ideas about climate change. Environmental Education Research, 25(6), 912–924. https://doi.org/10.1080/13504622.2016.1266303
  • Ho, S. S., & Chuah, A. S. (2017). Climate change communication in Singapore. In Oxford Research Encyclopedia of Climate Science.
  • Hung,C.C.(2014). Climate change education:Knowing,doing and being. New York, NY: Routledge.
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There are 67 citations in total.

Details

Primary Language English
Subjects Science Education, Development of Environmental Education and Programs
Journal Section Articles
Authors

Birgül Çakır Yıldırım 0000-0001-7714-8044

Meltem Irmak 0000-0003-3233-3267

Büşra Tuncay Yüksel 0000-0002-4129-7256

Publication Date December 30, 2023
Submission Date August 20, 2023
Published in Issue Year 2023 Volume: 10 Issue: 3

Cite

APA Çakır Yıldırım, B., Irmak, M., & Tuncay Yüksel, B. (2023). Navigating the Environmental Education and Climate Change Curriculum in Türki̇ye through the Prism of Climate Change Literate Citizenship. E-Kafkas Journal of Educational Research, 10(3), 387-413. https://doi.org/10.30900/kafkasegt.1346835

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