Please use this identifier to cite or link to this item: https://hdl.handle.net/2440/49481
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Type: Journal article
Title: A Constructivist Approach to Climate Change Teaching and Learning
Author: Bardsley, D.
Bardsley, A.
Citation: Geographical Research, 2007; 45(4):329-339
Publisher: Wiley-Blackwell Publishing Asia
Issue Date: 2007
ISSN: 1745-5871
1745-5863
Statement of
Responsibility: 
Douglas K. Bardsley and Annette M. Bardsley
Abstract: It is now broadly acknowledged that climate change due to an enhanced Greenhouse Effect is underway and such change will have major implications for our societies and environments. This paper outlines a pedagogical approach devised to encourage learning and critical thinking about climate change. A constructivist approach to teaching and learning is applied to stimulate analysis of potential impacts of climate change on systems familiar to secondary school students in South Australia. The problem-based method guides students through a conceptualisation of the implications of environmental change. Students at Woodcroft College, when given the opportunity to examine the potential climate change impacts on a local coastal ecosystem, found the method to be both challenging and engaging. The exercise concluded with students discussing possible personal behavioural and broader societal responses to reduce the impacts of future climate change. The paper contends that such teaching to support students to become resilient young adults will be vital in a future world of environmental risk
Keywords: climate change
education
geography
critical thinking
constructivist education
risk
adaptation
South Australia
Description: Copyright © 1999-2009 John Wiley & Sons, Inc. Journal compilation © 2009 Institute of Australian Geographers
DOI: 10.1111/j.1745-5871.2007.00472.x
Appears in Collections:Aurora harvest 5
Geography, Environment and Population publications

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