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Empowering Students Through Innovative Pedagogies in Environmental and Climate Change Education
Sat, April 26, 1:30 to 3:00pm MDT (1:30 to 3:00pm MDT), The Colorado Convention Center, Floor: Terrace Level, Bluebird Ballroom Room 3CSession Type: Paper Session
Abstract
This collection of studies explores how innovative pedagogical approaches, such as design thinking, care praxis, and agentic learning, can empower students to engage with environmental and climate change issues. The research highlights the benefits of these approaches, including enhanced teamwork skills, a sense of agency and hope in tackling complex problems, and the ability to navigate the social and political terrain of climate change education. The findings emphasize the importance of continuous support, iterative design improvements, and bridging different onto-epistemologies to create productive spaces for students to develop their knowledge and skills while fostering a deep commitment to environmental and social justice.
Sub Unit
Chair
Papers
Care Praxis–Driven Engineering Design: A Pathway to Advance Justice in Middle School STEM - Wisam Sedawi, University of Michigan; Angela Calabrese, University of Michigan; Edna Tan, University of North Carolina - Greensboro
Exploring a Design Thinking Teamwork Pedagogy for Environmental Science Education - Kati I. Stoddard, Texas A&M University; Jacob Robbins, Texas A&M University; Sean Kao, Texas A&M University; Jonan Phillip Donaldson, University of Alabama - Birmingham
Educating for Action: Undergraduates Learning About Climate Change in an Agentic Context - Alisa Kukharkin, Colgate University; Allison Zengilowski, Lehigh University
Addressing the Social Debates of Climate Change Education Through Building Common Ground - Li Li, Johns Hopkins University; Emily Branch, Johns Hopkins University; Lindi Shepard, Johns Hopkins University; Nan Mu, Indiana University; Lisa D. Nehring, Johns Hopkins University; Hunter Gehlbach, Johns Hopkins University