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Teaching Controversial Issues in Geography: Climate Change Education in Singaporean Schools
In this article, the authors investigate 6 Singaporean geography teachers' understandings of climate change education. The findings indicate that the participants held very different beliefs about the primary purposes of climate change education, in spite of the highly centralized national curr...
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Published in: | Theory and research in social education 2015-07, Vol.43 (3), p.314-344 |
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container_end_page | 344 |
container_issue | 3 |
container_start_page | 314 |
container_title | Theory and research in social education |
container_volume | 43 |
creator | Ho, Li-Ching Seow, Tricia |
description | In this article, the authors investigate 6 Singaporean geography teachers' understandings of climate change education. The findings indicate that the participants held very different beliefs about the primary purposes of climate change education, in spite of the highly centralized national curriculum and the unambiguous state support for the science of climate change. The findings suggest that the diversity in teachers' understandings of the purposes of climate change education and their preferred pedagogical approaches reflect some of the tensions within the larger education system in Singapore. |
doi_str_mv | 10.1080/00933104.2015.1064842 |
format | article |
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subjects | Climate climate change education controversial issues Controversial Issues (Course Content) Environmental Education Foreign Countries geography education Geography Instruction Interviews Knowledge Base for Teaching National Curriculum Qualitative Research Singapore Teacher Education Teaching Methods |
title | Teaching Controversial Issues in Geography: Climate Change Education in Singaporean Schools |
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