A proposal of Education - Training Program Based on Climate Change Education in Social Studies Course in Turkey


Barak B., Gönençgil B.

in: DEVELOPMENTS IN EDUCATIONAL SCIENCES, Zdravka Blagoeva KOSTOVA - Kaimuldinova Kulyash DUISENBAEVNA - Emin ATASOY - Betül BATIR, Editor, ST. KLIMENT OHRIDSKI UNIVERSITY PRESS, Sofija, pp.235-263, 2021

  • Publication Type: Book Chapter / Chapter Research Book
  • Publication Date: 2021
  • Publisher: ST. KLIMENT OHRIDSKI UNIVERSITY PRESS
  • City: Sofija
  • Page Numbers: pp.235-263
  • Editors: Zdravka Blagoeva KOSTOVA - Kaimuldinova Kulyash DUISENBAEVNA - Emin ATASOY - Betül BATIR, Editor
  • Istanbul University Affiliated: Yes

Abstract

Global climate change is not only an environmental problem that marks the century we are in, but also the most important environmental problem that will affect future generations. Education has been targeted as a method to solve this problem as concerns about climate change are increasing (UNEP 2006). Climate Change Education, which is related to Environmental Education, Education for Sustainable Development and Disaster Risk Reduction Education, has started to form its own identity in recent years (Mckeown and Hopkins 2003; Læssøe et al. 2009; Anderson 2010; Robinson 2011; Nazir et al. 2011; UNESCO and UNEP 2011; Kagawa and Selby 2012; Tong et al. 2012; Ho and Seow 2015; UNESCO 2015; Mochizuki and Bryan, 2015). The purpose of climate change education; To raise climate-literate individuals who understand the basic principles of the climate system, know how to evaluate scientifically reliable information about climate, make informed decisions that can minimize the effects of climate change, and act in a way that will help ensure sustainable societies (UNESCO 2009a; Mochizuki and Bryan 2015; UNESCO 2015). Climate literate is defined as an individual who "understands the basic principles of the world's climate system, knows how to evaluate scientifically reliable information about climate, communicates meaningfully about climate and climate change, and can make conscious and responsible decisions about actions that may affect the climate" (US GCRP 2009). Since climate change education is an approach that has started to form its own identity in recent years, it is not possible to talk about a standard curriculum yet. However, in this study, it is possible to mention some principles and components put forward by scientists and organizations such as UNESCO, UNEP, NOAA, who have made significant improvements in climate change education, which were used while developing a program based on climate change education.