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Tackling climate-science learning through futures thinking

Abstract
This study examined the role of a future-oriented scenario with secondary school students using diorama construction which included climate-change knowledge and envisioning alternative futures. To explore the potential role of futures-thinking modelling, students from one class participated in a 12-week cross-curricular inquiry with their teachers. Jensen’s (2002) dimensions of action-oriented knowledge are used to examine the climate-change knowledge developed by the students. Four common images of the future (Dator, 2014) are incorporated as models to forecast alternative futures. The findings suggest the value of future-oriented dioramas for developing climate-change understanding and futures thinking.
Type
Journal Article
Type of thesis
Series
Citation
Date
2020-12-20
Publisher
NZCER Press, New Zealand Council for Educational Research
Degree
Supervisors
Rights
This is an author’s accepted version of an article published in Set: Research Information for Teachers © 2020 NZCER.