A critical, collaborative and constructivist pedagogy for the social science of climate change Peter Hughes University of Bradford

Slides:

Advertisements

Similar presentations

Theory Of Knowledge TOK

Advertisements

Service Learning December 9, 2004 Dr. Edward Zlotkowski Senior Fellow, Campus Compact

Economic Education and How People Learn Scott Simkins, Interim Director Academy for Teaching and Learning (ATL) North Carolina A&T State University Acknowledgements:

Graduateness, Transdisciplinarity and Work-Based Learning Dr Anita Walsh Senior Lecturer in Work-Based Learning

THE GEOGRAPHY BENCHMARK STATEMENT AND CHANGES AT DEGREE LEVEL Brian Chalkley Director of UK Higher Education Academy Subject Centre for Geography, Earth.

Rediscovering Geography

Teaching, Research and the White Paper: opportunity and challenge Dr Liz Beaty Director (Learning and Teaching) HEFCE.

A Masters in Education in eLearning The University of Hull.

1 Feminist Mobilities: Dynamics of Public and Private Gillian Youngs Leicester University Web page.

Staff perspectives: challenges, opportunities, outcomes Dr. Janet Anand and Dr. Chaitali Das.

Theology and Religious Studies Looking Outwards A workshop on knowledge transfer as a strategy for learning and assessment in the TRS curriculum.

Its made me braver: the impact of a PG Cert on HE teachers Paper presented at HEA conference June 2010 Dr John Butcher & Di Stoncel University of Northampton.

Department of Hospitality, Leisure & Tourism Management Business School The Higher Education Academy Subject Network Pedagogic Research Day March 2005.

Can technology help absorb the shock of the first undergraduate assessment in HE? Kate Kirk, National Teaching Fellow, Manchester Metropolitan University.

Environment and Development in World Politics 3 rd Year IR Spring semester option Prof. Peter Newell

The Nuts and Bolts of Aligning Service-Learning with Content Standards Presented by Lisa Guilfoile Education Commission of the States Lori Gonzalez and.

Enhancing the Student Experience The Student Voice

Global Skills- Framing the Issues

International Mindedness and IB MYP Geography Ms. Oyndrilla Mukherjee.

Aspiring Academics Workshop Thursday 20 May 2010 King’s College, London.

Strategies for Employer Engagement

BLENDED LEARNING An investigation of an ACTIVE learning approach with a focus on…….

DON’T MIND THE GAP BETWEEN ART AND SCIENCE! FROM AN INTERDISCIPLINARY RESEARCH SUMMER SCHOOL TOWARDS INTERDISCIPLINARY RESEARCH MODULES EMBEDDED IN THE.

Joshua C. Farley University of Vermont Community Development and Applied Economics Gund Institute for Ecological Economics sustainability science.

Play and Pedagogy – Developing Integrated Approaches Dr Elizabeth Wood Professor of Education University of Sheffield

Centre for Inclusion and Curriculum The Open University May 18th 2011

Higher Education Academy Annual Conference Nottingham July 5-6th 2011

IB Middle Years Programme Where the big kids go…

CONSTRUCTIVIST LEARNING THEORY

WELCOME TO THE GREAT EXPLORATION! CRITICAL REFLECTION ON SELF AS LEADER AND LEADERSHIP PRACTICE.

Christian Studies in the Real World Vicki Schilling Lutheran Education Queensland.

Informed learning: Supporting student transition and academic success in higher education Hilary Hughes and Christine Bruce Queensland University of Technology,

Some STEM cross-curriculum design principles Bexley STEM Network.

Development Education and Higher Education: Pedagogy for Global Social Justice Douglas Bourn, Development Education Research Centre, Institute of Education.

Classroom assessment for School Leaders Formative assessment: its impact on learning Professor Bill Boyle University of Manchester, UK 6 February 2013.

Sustainability involves meeting basic human needs without undermining human communities, culture, or natural environments. This difficult goal requires.

Conceptual Framework for the College of Education Created by: Dr. Joe P. Brasher.

Chemical Engineering curriculum renewal for the twenty first century: a work in progress Peter Holt, Jose Romagnoli and Ali Abbas.

Education for Sustainable Development Network Alona Rauckiene Lithuania 2009 Visby.

Marion H. Martinez, Ed.D. Associate Commissioner for Teaching, Learning and Instructional Leadership August 25,

Supporting students in E-learning: Authenticity: Asupport for students in e-learning “ Supporting students in E-learning: Authenticity: Asupport for students.

Pedagogy for the 21 st Century LSS Retreat, November, 2010.

‘Learning to teach inclusively’ Developing the inclusive practitioner: How OERs can support the development of 'Professional Values' in HE. Professor Chris.

Information Systems for Production and Operations Management E-Learning and Education for Sustainable Development Innovation for Quality Conference, European.

Teaching the European Union One Teacher’s Perspective.

Facilitator: Dr Alex Ryan Associate, Higher Education Academy Interdisciplinary Sustainability Education: Insights, Momentum and Futures 14 th December.

Constructivism A learning theory for today’s classroom.

Susan Buhr Director, CIRES Education and Outreach University of Colorado, Boulder

The what, why and how of Development Education: A practical introduction Son Gyoh PhDc IOE, University of London.

Towards a pedagogy for employability Implications for learning design.

NOVA Evaluation Report Presented by: Dr. Dennis Sunal.

Creating a Comprehensive Global Community of Practice Inga Keithly

21 st Century Skills Jason McLaughlin Kean University EMSE

Situating Teacher Learning in the Practice of Science and Mathematics Teaching Monica Hartman University of Michigan Pre-Oral Defense Meeting May 3, 2004.

International Baccalaureate Middle Years Programme IB MYP.

Middle Years Programme The unique benefits of the MYP.

Professor Christine Hockings University of Wolverhampton Inclusive Learning and Teaching in HE Stifterverband and the German Rectors’

Living Environment Honors/ AP Environmental Science LEAPES Lauren A. Kearon

Pedagogy for sustainable development: a feminist approach

21st Centruy Approaches to Teaching Physics

Critical and Creative Thinking

ASEAN Socio-cultural Community: Green and Sustainable ASEAN

SU NGUYEN The University of sydney

Understanding the Concept of Sustainable Tourism Development

THE WORLD ACADEMY OF ART AND SCIENCE – Vision - Based on Comparative Advantage & Development Impact Meet demands for innovations for Human dignity, Enterprise.

Connectivity Reflection Personalisation

From Learning Science (How People Learn, NRC,1999)

Table 1. Conceptual Framework Learning Outcomes

Table 3. Standardized Factor Loadings of EFA

Presentation transcript:

A critical, collaborative and constructivist pedagogy for the social science of climate change Peter Hughes University of Bradford April 29, 2010 C-Change in GEES Manchester

Structure CC & pedagogy A critical, collaborative, constructivist pedagogy CC pedagogy in action Global Environmental Management

A Pedagogy of/for Climate Change Characteristics of climate change that present challenges/opportunities for pedagogy Uncertainty/indeterminacy Inter/trans-disciplinarity Knowledge constantly being reconstituted Secularisation of knowledge through mass media and popular culture A super-complex issue (Barnett & Hallam, 1999)

A Critical/Constructive/Collaborative Pedagogy (Garrison & Archer, 2000) …Knowledge is actively constructed by individuals or social communities. Tynjala, 1999: 364 Collaboration is essential for social validation of personal meaning making Critical thinking and metacognitive awareness enable learners to become more self- directed/autonomous

Pedagogy of Climate Change in Action Global Environmental Management – Final year 20 credit module – (University of Sunderland) – (University of Bradford) – An interdisciplinary social science module available to various combinations of Geog., Env. Studies, Env. Sci., Env. Man. Tourism students

GEM knowledge domain Concepts: sustainable development; ecological modernisation; risk society; equity; governance; commons; regimes Themes: issue evolution; actor groups; local- global connections; values Issues: climate change, ozone, biodiversity, forests, oceans, Antarctica, nuclear technologies

GEM - A Critical Pedagogy? Comparative perspective Social construction of issues Developing confidence in critical engagement with sources (academic journals; media)

A Collaborative Pedagogy social learning space In-class discussion Collaborative group blog Learners encouraged to share and draw upon each others learning resources Student-led teaching sessions Group role-play

A Constructivist Pedagogy Pre-existing conceptions exposed at start of each class Issues presented as live, and real-time engagement encouraged Learners encouraged to construct narrative for module in terms of their own learning journey – Individual learning journals – Culminate in assessed e-portfolio – E-portfolio as fusion of subject and self

Specific learning activities Developing critical engagement with academic journals (see Hughes & Boyle, 2005: 26-27) Student-led teaching sessions (Hughes: GDN/GEES Good Practice Abstract 219) Use of the internet to engage with ongoing negotiations in international environmental affairs (Hughes: GDN/GEES Good Practice Abstract 177)

Review This is A pedagogy of climate change, not THE pedagogy of climate change It has developed as an ongoing conversation between subject matter, educational theory & practice, departmental and institutional contexts, the changing nature of learners, the experiences of the learners…

References Barnett, R. (2000) Supercomplexity and the curriculum, Studies in Higher Education, 25, 3, Barnett, R. and Hallam, S. (1999) Teaching for supercomplexity: a pedagogy for higher education, in Mortimere, P. (ed) Understanding pedagogy and its impact on learning, London: Sage, Garrison, DR and Archer, W (2000) A Transactional Perspective on Teaching and Learning, Oxford, Pergamon. Hughes, P. and Boyle, A (2005) Assessment in the Earth Sciences, Environmental Sciences and Environmental Studies, Plymouth: Higher Education Academy GEES Subject Centre Social Learning Group (2001a) Learning to Manage Global Environmental Risks: Comparative History of Social Responses to Climate Change, Ozone Depletion and Acid Rain, Vol.1, MIT Press Social Learning Group (2001b) Learning to Manage Global Environmental Risks: Functional Analysis of Social Responses to Climate Change, Ozone Depletion and Acid Rain, Vol.2, MIT Press Tynjala, P. (1999) Towards expert knowledge? A comparison between a constructivist and a traditional learning environment in the university, International Journal of Educational Research, 31: