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The Power of Geographical Thinking pp 91–102Cite as

Geographical Thinking and Its Role in Climate Change Education: The Case of Singapore

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Part of the book series: International Perspectives on Geographical Education ((IPGE))

Abstract

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 examines challenges for teachers attempting to execute a curriculum centred on developing geographical thinking for climate change as a key topic in secondary school geography.

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Acknowledgements

This paper refers to data from the research project “The Hole in the Sky is causing global warming?: Restructuring Prior Knowledge in Climate Change Education through Conceptual Change” (RS 5/12 CCH) funded by the Research Support For Senior Academic Administrator (RS-SAA) Grant, National Institute Of Education (Shepardson, et al.). The views expressed in this paper are the authors’ and do not necessarily represent the views of NIE

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Authors and Affiliations

  1. National Institute of Education, Nanyang Technological University, Singapore

    Chew-Hung Chang & Liberty Pascua

Authors
  1. Chew-Hung Chang
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  2. Liberty Pascua
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Correspondence to Chew-Hung Chang .

Editor information

Editors and Affiliations

  1. UCL Institute of Education , London, United Kingdom

    Clare Brooks

  2. School of Education, Faculty of Humanities and Social Science, Oxford Brookes University, Oxford, United Kingdom

    Graham Butt

  3. UCL Institute of Education , London, United Kingdom

    Mary Fargher

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Chang, CH., Pascua, L. (2017). Geographical Thinking and Its Role in Climate Change Education: The Case of Singapore. In: Brooks, C., Butt, G., Fargher, M. (eds) The Power of Geographical Thinking. International Perspectives on Geographical Education. Springer, Cham. https://doi.org/10.1007/978-3-319-49986-4_7

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  • DOI: https://doi.org/10.1007/978-3-319-49986-4_7

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-49985-7

  • Online ISBN: 978-3-319-49986-4

  • eBook Packages: Social SciencesSocial Sciences (R0)

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