Full Library
Disciplinary boundaries and climate change education: teachers' conceptions of climate change education in the Philippines and Singapore
Resource type
Journal Article
Authors/contributors
- Ho, Li-Ching (Author)
- Seow, Tricia (Author)
Title
Disciplinary boundaries and climate change education: teachers' conceptions of climate change education in the Philippines and Singapore
Abstract
This qualitative study examines how climate change scientific knowledge is framed and positioned within the Singapore and Philippines school curricula in relation to broader citizenship concepts and ideas. The findings reveal that climate change is taught in very different ways within both education systems. The Singapore case demonstrates the strengths and limitations of relying on one discipline such as geography as the sole vehicle for teaching such a complex socio-scientific issue. The Philippines case, on the other hand, provides an indication of the advantages and constraints to engaging the issue of climate change from an interdisciplinary social studies perspective.
Publication
International Research in Geographical and Environmental Education
Volume
26
Issue
3
Pages
240-252
Date
2017-05-16
ISSN
1038-2046
Call Number
openalex: W2616054366
Extra
openalex: W2616054366
mag: 2616054366
Citation
Ho, L.-C., & Seow, T. (2017). Disciplinary boundaries and climate change education: teachers’ conceptions of climate change education in the Philippines and Singapore. International Research in Geographical and Environmental Education, 26(3), 240–252. https://doi.org/10.1080/10382046.2017.1330038
Theme
Link to this record