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Climate Change Education in Basic Schools: The Educators’ Lens on Techniques and Challenges

Author

Listed:
  • Albert Amoakwa

    (Department of Business and Social Sciences Education, University of Cape Coast, Ghana.)

  • George Asante

    (Department of Business and Social Sciences Education, University of Cape Coast, Ghana.)

  • Samuel Bentil

    (Department of Social Studies Education, Presbyterian University, Ghana.)

  • Simon Nipah

    (Department of Business and Social Sciences Education, University of Cape Coast, Ghana.)

Abstract

Our natural environment is seriously deteriorating which requires continual climate change education. The teacher acts as the conveyor belt in maximizing learners’ knowledge of our natural environment and its repercussions. The study inquired about climate change education in basic school: the role of Social Studies teachers. A mixed-method research design was utilized. A convenience sampling technique was employed for 30 public school Social Studies teachers. Data were collected using instructional methods of teaching climate change questionnaires and nine semi-structured interviews. Data were analyzed using descriptive statistics and interpretation. The findings of the study uncovered that the dominant instructional methods employed by Social Studies encompass discussion, field trips, and brainstorming. The challenges that obturate the teaching of climate change include inadequate funds to embark on field trips, inadequate teaching and learning resources, inadequate teachers’ content knowledge, and inadequate time. The study recommended that teachers should practice a learner-centered method of teaching. Also, adequate teaching aids, in-service training, and funds should be provided to enrich teachers’ effective teaching of climate change.

Suggested Citation

  • Albert Amoakwa & George Asante & Samuel Bentil & Simon Nipah, 2024. "Climate Change Education in Basic Schools: The Educators’ Lens on Techniques and Challenges," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(2), pages 1012-1024, February.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:2:p:1012-1024
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    References listed on IDEAS

    as
    1. Hennink, Monique & Kaiser, Bonnie N., 2022. "Sample sizes for saturation in qualitative research: A systematic review of empirical tests," Social Science & Medicine, Elsevier, vol. 292(C).
    2. Sebastian Brumann & Ulrike Ohl & Johannes Schulz, 2022. "Inquiry-Based Learning on Climate Change in Upper Secondary Education: A Design-Based Approach," Sustainability, MDPI, vol. 14(6), pages 1-29, March.
    3. Karel Nepraš & Tereza Strejčková & Roman Kroufek, 2022. "Climate Change Education in Primary and Lower Secondary Education: Systematic Review Results," Sustainability, MDPI, vol. 14(22), pages 1-20, November.
    4. Daniela Sellmann & Anne K. Liefl�nder & Franz X. Bogner, 2015. "Concept Maps in the Classroom: A New Approach to Reveal Students' Conceptual Change," The Journal of Educational Research, Taylor & Francis Journals, vol. 108(3), pages 250-257, April.
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