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ERIC Number: EJ1144517
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1038-2046
EISSN: N/A
Disciplinary Boundaries and Climate Change Education: Teachers' Conceptions of Climate Change Education in the Philippines and Singapore
Ho, Li-Ching; Seow, Tricia
International Research in Geographical and Environmental Education, v26 n3 p240-252 2017
This qualitative study examines how climate change scientific knowledge is framed and positioned within the Singapore and Philippines school curricula in relation to broader citizenship concepts and ideas. The findings reveal that climate change is taught in very different ways within both education systems. The Singapore case demonstrates the strengths and limitations of relying on one discipline such as geography as the sole vehicle for teaching such a complex socio-scientific issue. The Philippines case, on the other hand, provides an indication of the advantages and constraints to engaging the issue of climate change from an interdisciplinary social studies perspective.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Philippines; Singapore
Grant or Contract Numbers: N/A