Abstract
Education plays a critical role in shaping national responses to the climate crisis. Research on climate change education (CCE) promotes its integration into national curricula, with calls for CCE to be prioritised by policymakers, researchers, and practitioners, and for effective CCE to be extended beyond science and geography teaching. This article contributes to the ways in which these calls can be answered. Drawing on a case study of a Climate Change Club in a UK maintained infant school (a state, local authority owned school for children aged four to seven), it explores how creative methods enable access to student voice in ways which can inform pedagogic practice and generate ideas for curriculum change. In this study children were active participants and engaged in co-creation of our child-led and art-based research methods. The main findings from this study indicate the need to integrate CCE in both early years foundation stage and key stage one curricula; that CCE should be approached through a topic-based curriculum; and the importance of incorporating student voice into curriculum design. While the study itself is small-scale, it offers important insights on some ways of addressing the current gaps in pedagogy and practice regarding KS1 CCE.
Original language | English |
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Journal | Environmental Education Research |
Publication status | Acceptance date - 15 Jan 2025 |
Keywords
- Climate Change Education; Student Voice; Topic-Based Curriculum; Creative Methods; Key Stage One