Module: Climate Change Education

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Climate Change Education
Module Code	SG816 (ITS) / EDU1130 (Banner)
Faculty	DCU Institute of Education	School	STEM Ed, Innov, Global Studies
Module Co-ordinator	Rowan Oberman
Module Teachers	-
NFQ level	10	Credit Rating	10
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only
Reflective essay

Description

Education is recognised as fundamental in realising strategies for adaptation and mitigation and transitioning to a sustainable society. This module explores methods of engaging learners, at different levels and in different contexts with the complexity, challenges and dilemmas raised by climate change. Climate change raises difficult and discomforting questions: questions which can implicate our lifestyles, project devastation, churn feelings of injustice and highlight uncertainty about the future. Students will explore approaches to climate change education which facilitate meaningful and empowering engagement with these questions and which build resilience. Climate change education is approached holistically and is understood as encompassing understanding, skills, values and action components. The module will be taught through participative, cooperative, creative and reflective activities which model the climate change education approaches being proposed. A field trip and international guest lecturers will also contribute to the delivery of the module. The module will explore current examples of climate change education practice, nationally and internationally and discuss key considerations relating to the development of climate change education programmes.

Learning Outcomes

1. Critically discuss educational theories which underpin approaches to climate change education.
2. Reflect on and critically evaluate their own values and competing normative discourses relating to teaching and learning about climate change.
3. Develop participative learning experiences for climate change education which apply current relevant research.
4. Analyse the approaches to climate change education promoted by governmental and non-governmental organisations and education providers.
5. Propose research-based strategies for responding to the complex, controversial and difficult aspects of climate change education.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	22	Participative lectures
Independent Study	104	Reading and completion of assignments.
Assignment Completion	124	Completion of course assignment for assessment.
Total Workload: 250

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Week 1
Education theories underpinning CCE

Week 2
Exploring signature pedagogies for CCE

Week 3
Responding to the needs and contexts of different learners: conceptions of children and other learners in CCE

Week 4
Situated learning for CCE

Week 5
CCE and visitors centers. Field trip to the Cool Planet Experience

Week 6
Teaching and learning about controversial issues in the context of CCE

Week 7
Exploring values in CCE with guest lecturer

Week 8
Learning by doing. Exploring climate action in the context of CCE

Week 9
Understanding and critiquing current practice and key players in CCE in Ireland

Week 10
Applying theories of CCE to different contexts

Week 11
International perspectives on CCE with guest lecturer

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	Select an educational context and develop, for this context, climate change education materials. These can be in any chosen format and medium.	40%	Sem 2 End
Essay	Write a rationale, grounding the climate change educational materials developed, in the theory and wider literature explored during the course.	40%	Sem 2 End
Presentation	Present on proposed climate change educational materials providing details of the context and rationale informing the material's development. Receive and respond to peer feedback on the presented materials.	20%	Once per semester

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Chang C.H.: 2014, Climate Change Education: Knowing, doing and being, Routledge., Abingdon,
Selby, D. and Kagawa, F.: 2015, Sustainability Frontiers: Critical and Transformative Voices from the Borderlands of Sustainability Education, Barbara Budrich, Opladen,
Hicks, D.: 2014, Educating for Hope in Troubled Times: Climate Change and the Transition to a Post Carbon Future, IOE Press/Trentham Books, London,
Gillian, J.: 2015, Engaging Imagination in Ecological Education: Practical Strategies for Teaching., Pacific Educational Press, Vancouver,
Kagawa, F. and David Selby: 2010, Education and Climate Change: Living and Learning in Interesting Times, Routledge Research in Education Series, New York,

Other Resources

31686, On-line teaching resource, Oberman, R., 2016, Creating Futures, Dublin, The Centre for Human Rights and Citizenship Education, DCU, https://www.trocaire.org/getinvolved/education/resources/creating-futures, 31687, On-line teaching resource, Pike, S., 2010, Eco Detectives, Dublin, 31688, On-line teaching resource, Selby, D. & Kagawa, F., 2013, Climate Change in the Classroom, Paris, UNESCO,