Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Climate change and the importance of empowering citizens: Science teachers' beliefs about educational response in Nepal
Linköping University, The Tema Institute, Department of Water and Environmental Studies. Linköping University, Faculty of Arts and Sciences.
2013 (English)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

Educational response to climate change is one of the measures to prepare people to combat climate change. This thesis explores the lived experiences of secondary Science teachers from Kathmandu Valley on the perception of climate change, the way they handled climate change issues in the classroom setting, the problems and challenges they came across in climate change communication in the classrooms and the relevance of existing secondary Science curriculum in relation to climate change. The thesis is built upon the study of secondary Science curriculum, relevant literature on climate change education and the interviews with secondary Science teachers, teaching Science at secondary level in different schools of Kathmandu Valley.  The results showed that the teachers were convinced and concerned on the ongoing climate change and stressed on knowledge for climate change actions; they were found to introduce climate change issues contextually and relating to the topics like greenhouse effect, ozone layer depletion they teach; lack of resources, exclusion of climate change in the secondary Science curriculum, their own limited knowledge on climate change, the unpractical theory and marks oriented educational system, and shifting of the responsibilities by the students hindered effective climate change communication in the classroom settings. The findings have been discussed in relation to social learning theory and relevant literature.

Place, publisher, year, edition, pages
2013. , 35 p.
Keyword [en]
climate change, curriculum, Kathmandu Valley, Science, social learning theory
National Category
Other Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-90451ISRN: LIU-TEMAV/MPSSD-A--13/003- -SEOAI: oai:DiVA.org:liu-90451DiVA: diva2:613410
Subject / course
Master´s in Science for Sustainable Development
Presentation
2013-02-07, IKT-studio, House Key, Linköping University, TEMA, Linköping, 09:15 (English)
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2013-03-28 Created: 2013-03-27 Last updated: 2013-03-28Bibliographically approved

Open Access in DiVA

fulltext(551 kB)41589 downloads
File information
File name FULLTEXT01.pdfFile size 551 kBChecksum SHA-512
f19e4cdbc045fac63bd3ae61aafd38b955952ad902f0976eceee724ec818d803305a269e40d5d361d920e1d8aef71c22e7248cdbacc498507bfa7385e40de10f
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Maharjan, Ramesh
By organisation
Department of Water and Environmental StudiesFaculty of Arts and Sciences
Other Social Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 41589 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 512 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf