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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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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