Climate Change Education: Mapping the Nature of Climate Change, the Content Knowledge and Examination of Enactment in Upper Secondary Victorian Curriculum

Abstract

The authors developed theoretical tools for evaluating climate change curriculum and applied frameworks for examining: the nature of CC conceptualisation, the comprehensiveness of CC contents, and the integration of CC, within the Victorian (Australian) upper-secondary curriculum. Overall, the findings suggest that a fundamental conceptualisation gap prevails throughout thestudy designs in regard to the nature of CC. These lags may be attributed to  which include lack of materials, teacher training and public support. The findings also suggest that the theme adaptation and mitigation is predominantly addressed from a technical perspective, rather than from a human perspective. The authors suggest that when cross-curriclum implementation is cross-curriculum implementation is proving to be inffective, and with no    alternative strategies yet being considered. Environmental Science, if appropriately revised, may be   strongly positioned to take a leadership role in the teaching and learning of climate change holistically.”