Sixty Seconds Above Sixty Degrees: Connecting Arctic and Non-Arctic Classrooms in the Age of Climate Change
Science education literature highlights a need to better understand teachers’ experiences of navigating barriers to implementing climate change education curriculum. This chapter presents findings of a qualitative study of teachers’ perspectives during the facilitation of a digital environmental storytelling project called #60above60, which connects students in Arctic and non-Arctic urban contexts. The focus is on teachers’ cognitive interpretations of the project and broader individuals in climate change education. The results and subsequent discussion in this paper will be useful to people and organizations interested in understanding how teachers and institutions implement curriculum incorporating climate change, sustainability, and student action-oriented instruction.
KeywordsTeachers Environmental education Climate change education Digital storytelling Arctic
The authors wish to thank the GW Arctic PIRE project, specifically Dr. Bob Orttung, Binyu Yang, and members of the research team. This project is supported by the National Science Foundation grant (Award #1545913). Authors would like to thank the teachers participating in #60above60.
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