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Climate change is an important theme in the investigation of human–environment interactions in geographic education. This study explored the nature of students’ understanding of concepts and processes related to climate change. Through semi-structured interviews, data was collected from 27 Secondary 3 (Grade 9) students from Singapore. The data was subjected to thematic analysis using Chi and Roscoe's conceptual change framework. The results showed that the students’ base knowledge of...
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The evaluation of classroom-based educational interventions is fraught with tensions, the most critical of which is choosing between focusing the inquiry on measuring the effects of treatment or in proximately utilizing the data to improve practice. This paper attempted to achieve both goals through the use of intervention-oriented evaluation of a professional development program intended to diagnose and correct students' misconceptions of climate change. Data was gathered, monitored and...
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The development of learners’ geographical thinking about climate change rests upon teachers’ role as curriculum makers in engaging the context of learning. The topic is inherently complex, and the literature has shown that students have confused beliefs about the phenomenon, positive strong opinions on its mitigation, and admitting that the issue is a difficult and overwhelming matter that is beyond the capacity and control of a young person. Using Singapore as a case study, this chapter...
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The inclusion of the climate change topic in the curriculum of school subjects in Singapore was pivotal, such that it positioned the discourse squarely in the structure of Singapore's education system. In an examination of the intersections and disjoints between state policies on climate change against the programmatic curriculum, results showed that there is no strong policy curriculum that mandates how climate change should be learned in Singapore, even though it is present in several...
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The evaluation of classroom-based educational interventions is fraught with tensions, the most critical of which is choosing between focusing the inquiry on measuring the effects of treatment or in proximately utilizing the data to improve practice. This paper attempted to achieve both goals through the use of intervention-oriented evaluation of a professional development program intended to diagnose and correct students' misconceptions of climate change. Data was gathered, monitored and...
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The development of learners’ geographical thinking about climate change rests upon teachers’ role as curriculum makers in engaging the context of learning. The topic is inherently complex, and the literature has shown that students have confused beliefs about the phenomenon, positive strong opinions on its mitigation, and admitting that the issue is a difficult and overwhelming matter that is beyond the capacity and control of a young person. Using Singapore as a case study, this chapter...