Boosting Climate Education Mid-Review, 31.03.2020 Education Team - - PowerPoint PPT Presentation

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Boosting Climate Education Mid-Review, 31.03.2020 Education Team - - PowerPoint PPT Presentation

Feb 23, 2023 178 likes •576 views

Boosting Climate Education Mid-Review, 31.03.2020 Education Team A, Design for Government 2020 Who are we? Paula Ikonen Aybars Senyildiz Felix Zelck Zhiwen (Wen) Yap MA Creative Sustainability MA Creative Sustainability MA

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SLIDE 1

Boosting Climate Education

Mid-Review, 31.03.2020 ‘Education’ Team A, Design for Government 2020
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SLIDE 2

Who are we?

Paula Ikonen MA Creative Sustainability Aybars Senyildiz MA Creative Sustainability Felix Zelck MA Collaborative and Industrial Design Zhiwen (Wen) Yap MA Collaborative and Industrial Design TEAM ‘EDUCATION’ TEAM A
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SLIDE 3

Brief Methods Analysis Insights

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SLIDE 4 BRIEF ‘EDUCATION’ TEAM A

Educate and empower the next generation to become climate-active citizens through climate education

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SLIDE 5

Brief Methods Analysis Insights

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SLIDE 6 ANNA LAUKKANEN Teacher, Elementary School Workshop HETA-ELENA HEISKANEN Ministry of Environment JOHANNA ALMARK Climate Aid Finland TERO-PEKKA HENELL Climate Aid Finland SATU JOVERO SYKLI SANNA TIILIKAINEN Aalto University ORSI project NOORA HERRANEN Music perspective

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Stakeholder participants

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Interviews Government staff, Researchers, Principals and Teachers

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HETA-ELENA HEISKANEN Ministry of Environment TAPIO RASA, JAANA HERRANEN & MIKKO ÄIJÄLÄ Teachers’ Climate Change Forum (TCCF) ESSI AARNIO- LINNANVUORI Climate Education Researcher HANNELE CANTELL Climate Education Researcher MINNA LAPINNIEMI Teacher, Special Education SALLA RYTILÄ Principal, Ruusuvuori School TUOMAS KULHA Principal, High School MIRJAMI LEHIKOINEN Teacher, Vocational School ANNE LIIMATAINEN & HANNA POHJONEN Finnish National Agency for Education

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Research methods

METHODS ‘EDUCATION’ TEAM A
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SLIDE 7

Brief Methods Analysis Insights

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SLIDE 8 ANALYSIS ‘EDUCATION’ TEAM A

as an underlying goal in Finnish comprehensive school curriculum, similar to “New Pedagogies for Deep Learning” goals.

“Laaja-alainen

  • saaminen”
Growing as a human being and a citizen Thinking and learning Self-care and everyday skills Cultural knowledge, interaction and expression Multiliteracy Participation and inluencing Working life skills and entrepreneurship Information and communications technology skills
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SLIDE 9 Socio-Political Level Institutional Level Actors and Institutions Main Actors Government Society Culture Political Program Action Plans Climate Law
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SLIDE 10 Socio-Political Level Institutional Level Actors and Institutions Main Actors Government Society Culture Political Program Action Plans Climate Law Universities Ministry of Education Ministry of Environment Media National Agency of Education Municipali- ties NGOs National Curriculum Guidelines Municipal Curriculum New Teacher Training In-service Teacher Training Ambitious Civil Servants
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SLIDE 11 Socio-Political Level Institutional Level Actors and Institutions Main Actors Government Society Culture Political Program Action Plans Climate Law Universities Ministry of Education Ministry of Environment Media National Agency of Education Municipali- ties NGOs National Curriculum Guidelines Municipal Curriculum Ambitious Civil Servants Principal Ambitious Teachers School Researchers Publishers New Teacher Training In-service Teacher Training Informal Teaching Materials Online Materials Official Teaching Books Book marketing tours
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SLIDE 12 Socio-Political Level Institutional Level Actors and Institutions Main Actors Government Society Culture Political Program Action Plans Climate Law Universities Ministry of Education Ministry of Environment Media National Agency of Education Municipali- ties NGOs National Curriculum Guidelines Municipal Curriculum New Teacher Training In-service Teacher Training Ambitious Civil Servants Principal Ambitious Teachers School Researchers Publishers New Teacher Training In-service Teacher Training Informal Teaching Materials Online Materials Official Teaching Books Book marketing tours Principal Student Teacher Family Friends Engaged Teachers Selected Materials Individual Teaching Materials In-school Teaching Materials
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SLIDE 13 Socio-Political Level Institutional Level Actors and Institutions Main Actors Government Society Culture Political Program Action Plans Climate Law Universities Ministry of Education Ministry of Environment Media National Agency of Education Municipali- ties NGOs Ambitious Civil Servants National Curriculum Guidelines Municipal Curriculum New Teacher Training In-service Teacher Training Principal Ambitious Teachers School Researchers Publishers New Teacher Training In-service Teacher Training Informal Teaching Materials Online Materials Official Teaching Books Book marketing tours Principal Student Teacher Family Friends Engaged Teachers Selected Materials Individual Teaching Materials In-school Teaching Materials
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SLIDE 14 Socio-Political Level Institutional Level Actors and Institutions Main Actors Government Society Culture Political Program Action Plans Climate Law Universities Ministry of Education Ministry of Environment Media National Agency of Education Municipali- ties NGOs National Curriculum Guidelines Municipal Curriculum New Teacher Training In-service Teacher Training Ambitious Civil Servants Principal Ambitious Teachers School Researchers Publishers New Teacher Training In-service Teacher Training Informal Teaching Materials Online Materials Official Teaching Books Book marketing tours Principal Student Teacher Family Friends Engaged Teachers Selected Materials Individual Teaching Materials In-school Teaching Materials Emotions: Hope and Anxiety Hands-on Experience Inclusion of “non-active” students Lack of confidence Teacher Autonomy Practical Limitations: Time, budget Many CE materials Municipal Autonomy Trust in Finnish Society Slow Changes Participation in Democracy Mental Barriers Climate change as a science- dominant topic Active Citizens Ethical and Political Side
  • f Climate
Change
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SLIDE 15

Actors and Institutions

New Teacher Training In-service Teacher Training Principal New Teacher Training In-service Teacher Training Informal Teaching Materials Online Materials Official Teaching Books Principal Student Teacher Selected Materials Individual Teaching Materials In-school Teaching Materials Emotions: Hope and Anxiety Hands-on Experience Inclusion of “non-active” students Lack of confidence Teacher Autonomy Practical Limitations: Time, budget Many CE materials
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SLIDE 16

Actors and Institutions

New Teacher Training In-service Teacher Training Principal New Teacher Training In-service Teacher Training Informal Teaching Materials Online Materials Official Teaching Books Principal Student Teacher Selected Materials Individual Teaching Materials In-school Teaching Materials Emotions: Hope and Anxiety Hands-on Experience Inclusion of “non-active” students Lack of confidence Teacher Autonomy Practical Limitations: Time, budget Many CE materials Official Teacher Individual Teaching Materials In-school Teaching Materials Lack of confidence Teacher Autonomy Practical Limitations: Time, budget Many CE materials
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SLIDE 17 ANALYSIS ‘EDUCATION’ TEAM A

“

Teacher autonomy is very high in Finland. Every teacher has the freedom to plan their

  • wn class the way

they want.

SALLA RYTILLÄ Principal, Ruusuvuoren koulu
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SLIDE 18 ANALYSIS ‘EDUCATION’ TEAM A ANALYSIS ‘EDUCATION’ TEAM A

Saara Lehtinen 36 years old

Moi, I’m Saara!
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SLIDE 19 ANALYSIS ‘EDUCATION’ TEAM A ANALYSIS ‘EDUCATION’ TEAM A

Saara Lehtinen 36 years old Social Studies Teacher at a High School in Tampere

Moi, I’m Saara!
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SLIDE 20 ANALYSIS ‘EDUCATION’ TEAM A

Saara Lehtinen 36 years old Social Studies Teacher at a High School in Tampere 10 years of experience

ANALYSIS ‘EDUCATION’ TEAM A Moi, I’m Saara!
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SLIDE 21 ANALYSIS ‘EDUCATION’ TEAM A In recent years, more and more students have been interested in climate issues. ANALYSIS ‘EDUCATION’ TEAM A Saara Lehtinen High School Teacher
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SLIDE 22 ANALYSIS ‘EDUCATION’ TEAM A ‘EDUCATION’ TEAM A I really want to do climate education, but don’t know where to start
  • r how to teach it well.
ANALYSIS ‘EDUCATION’ TEAM A Saara Lehtinen High School Teacher
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SLIDE 23

Teachers are really eager to do climate change education, but some are totally lost about what to do.

ANALYSIS ‘EDUCATION’ TEAM A

“

ESSI AARNIO-LINNANVUORI Climate Education Researcher, WWF
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SLIDE 24

Teachers have too much work and too many things on their minds. There’s no time that is devoted

  • nly to developing climate

change education, especially in high school where it’s not clear which subject should teach it.

ANALYSIS ‘EDUCATION’ TEAM A

“

ESSI AARNIO-LINNANVUORI Climate Education Researcher, WWF
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SLIDE 25 ANALYSIS ‘EDUCATION’ TEAM A ANALYSIS ‘EDUCATION’ TEAM A ‘EDUCATION’ TEAM A ANALYSIS ‘EDUCATION’ TEAM A Saara Lehtinen High School Teacher I don’t know enough about climate change to conidently teach it. Most of my knowledge about it is only related to my school subject.
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SLIDE 26 ANALYSIS ‘EDUCATION’ TEAM A

“

SALLA RYTILLÄ Principal, Ruusuvuoren koulu

Teachers forget that we don’t need to have a degree on everything we talk about. We know how to ind information, how to be critical about it, how to talk about our emotions. These human skills — talking, speaking, are the most important skills we need.

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SLIDE 27 ANALYSIS ‘EDUCATION’ TEAM A ANALYSIS ‘EDUCATION’ TEAM A ‘EDUCATION’ TEAM A I am afraid to discuss climate change with students as it can be a politically charged topic, while teachers and schools are supposed to be politically neutral. ANALYSIS ‘EDUCATION’ TEAM A Saara Lehtinen High School Teacher
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SLIDE 28

There is the question of how political you can be at schools. Some feel that schools should be politically neutral. But can you be neutral, really,

  • n an issue like climate change?
ANALYSIS ‘EDUCATION’ TEAM A

“

ESSI AARNIO-LINNANVUORI Climate Education Researcher, WWF
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SLIDE 29 ANALYSIS ‘EDUCATION’ TEAM A

“

SALLA RYTILLÄ Principal, Ruusuvuoren koulu

Schools should be the engine that pulls society forward. Our task is to raise the people who will make the new society of Finland.

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SLIDE 30 ANALYSIS ‘EDUCATION’ TEAM A

Teacher’s conidence with climate education

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SLIDE 31 ANALYSIS ‘EDUCATION’ TEAM A

Teacher’s conidence with climate education

Communication about emotions to maintain HOPE
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SLIDE 32 ANALYSIS ‘EDUCATION’ TEAM A

Teacher’s conidence with climate education

Communication about emotions to maintain HOPE EMPOWERMENT through participatory methods and environmental action
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SLIDE 33 ANALYSIS ‘EDUCATION’ TEAM A

Teacher’s conidence with climate education

Communication about emotions to maintain HOPE EMPOWERMENT through participatory methods and environmental action SUPPORT from principal and other teachers
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SLIDE 34 ANALYSIS ‘EDUCATION’ TEAM A

Teacher’s conidence with climate education

Communication about emotions to maintain HOPE EMPOWERMENT through participatory methods and environmental action KNOWLEDGE regarding climate change and the ways to mitigate it SUPPORT from principal and other teachers
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SLIDE 35 ANALYSIS ‘EDUCATION’ TEAM A

Teacher’s conidence with climate education

Feeling of RESPONSIBILITY Communication about emotions to maintain HOPE EMPOWERMENT through participatory methods and environmental action KNOWLEDGE regarding climate change and the ways to mitigate it SUPPORT from principal and other teachers
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SLIDE 36 ANALYSIS ‘EDUCATION’ TEAM A

Teacher’s conidence with climate education

Feeling of RESPONSIBILITY Communication about emotions to maintain HOPE EMPOWERMENT through participatory methods and environmental action KNOWLEDGE regarding climate change and the ways to mitigate it SUPPORT from principal and other teachers
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SLIDE 37

Brief Methods Analysis Insights

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SLIDE 38 INSIGHTS ‘EDUCATION’ TEAM A

Climate change is a politically charged topic which some teachers lack the tools or conidence to discuss with students, especially as schools have traditionally been expected to be politically neutral.