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ICT-Enabled Climate Change Education and Children Rights

100%
Makrakis V., Gkotzos D., Larios N.
Journal of Teacher Education for Sustainability
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2012
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vol. 14
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issue 2
89-110
EN
This paper deals with a web-based learning environment that introduces primary school learners into the issue of children’s rights and climate change education. The methodological approach used is based on critical pedagogy and hypermedia technology. Through open source learning technologies and authentic learning activities that are enriched by open education resources and learning objects largely elicited from the Web, learners are being informed and construct knowledge related to six key areas of children’s rights affected by climate change.
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Climate Change Games as an Effective Tool for ESD Practices

100%
Khalaim O.
Studia Periegetica
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2017
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vol. 17(1)
111-122
EN
Climate change is one of the most acute problems humanity is facing nowadays. At the same time, the school curriculum in Ukraine in most cases does not include up-to-date, practically oriented knowledge about climate change threats. For this reason this study describes examples of well-known climate change games, translated and adaptated for use in Ukrainian schools and aims to analyze role playing games about climate change as a tool that can be used in Education for Sustainable Development (ESD). The article describes 12 games selected from 5 open-access sources (like WWF, Red Cross Climate Centre), which were used in pilot studies conducted in 5 Ukrainian schools in order to estimate their applicability in the school educational program for biological disciplines. The results indicate a significant effect of raising the level of understanding of climate change threats and solutions; the proposed games can efficiently cover the educational gap in this field.
3

ICT-Enabled Climate Change Education for Sustainable Development Across the School Curriculum

88%
Makrakis V., Larios N., Kaliantzi G.
Journal of Teacher Education for Sustainability
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2012
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vol. 14
|
issue 2
54-72
EN
A radical shift in pedagogy is necessary for information and communication technology (ICT) to enhance teaching and learning for sustainability. Climate change takes an inter/crossdisciplinary approach attempting to synthesise diverse ideas and observations concerning global warming. This paper deals with the integration of climate change across the school curriculum through a web-based hypermedia application entitled ICT-enabled integration of climate change education (CCE) that is used as a resource for the EU-funded project ICT-enabled education for sustainable development (ESD). The web-based environment includes interactive activities and supportive material on climate change and is open to all the six forms at the primary school level. The methodological approach used merges ICT, ESD, critical pedagogy and CCE principles and practices. Drupal (content management system) was chosen as the back-end system of our hypermedia learning environment. The main learning content is composed of learning objects (LOs) created through the authoring tool Adobe Flash. The combination of Drupal and Flash provides a dynamic and adaptable learning environment. Through this web-based learning environment that integrates six thematic areas supported by various ICT tools, learners are expected to gain insight into how climate change is altering the planet, potential impacts on the future, and how they can intervene to address its effects.
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