Promoting critical thinking to high school students when teaching about climate change through a participatory approach

New paradigms in science education are focused on moving towards a sustainable society, meaning redefining the educational practices and developing new methods in order to establish better relationships among individuals, groups, and the society. Being able to reflect upon developing new pedagogic strategies, that support collective action, is crucial to favour social change. Education in the twenty-first century should be based on critical and social theories of the environment and development, in order to link the prospects for sustainability to new forms of economy, social welfare, governance and education (Barraza et al., Environ Educ Res 9(3):347-357, 2003). The nature of contemporary knowledge and knowledge construction demands increasing collaboration and communication between once isolated disciplines. Curriculum integration can reduce curriculum fragmentation, promoting a better awareness of the way different forms of knowledge work and contribute to collaborative knowledge construction, stimulating a critical and a reflexive perspective in their learners. This chapter will focus on the pedagogic strategies used in a research project aiming to provide potential young scientists from rural communities of Mexico and Alaska with a unique opportunity to learn more about their own local knowledge whilst gaining a better understanding of how it intersects with global processes. The project has helped students make cognitive links between their scientific knowledge and life experience, and has established affective and behavioral links which have intensified the ways in which they value their environment, culture, traditions and communities (Tytler et al. 2010; Bodenhorn, Learning about environmental research in a context of climate change: an international scholastic interchange (pilot project). Final report. BASC (Barrow Arctic Science Consortium)). The conjunction of collaborative, interdisciplinary work and multiple pedagogic strategies applied in this specific educational practice has shown the potential of implementing research group initiatives in science education. We believe that educational approaches that create spaces for students to work together towards a goal defined as a common good, can contribute significantly to develop effective science programs in schools.

The perils of change leadership

Professor Karen Starr, Foundation Chair, School Development and Leadership at Deakin University, presents findings of research on how Principals experience resistance to change in their schools.

Media technologies and publics

“Making and Shaping Publics: Discourse and Technology” is composed of five different positions on how media technologies shape publics, and how new and emerging publics construct identities and strategic goals. This section of Contemporary Publics begins with an introduction where media technologies are utilised to facilitate progressive change. This facilitative role is examined in subsequent chapters, where publics can unite around discourse and technology that enables communication and identity creation. The negative consequences of technologies in making and shaping publics are also examined, particularly with respect to privacy. Overall, various responses have emerged from the ways in which media and discursive practices attempt to fold us into particular kinds of publics. The chapters in this section observe how publics react to forms of control.

Acknowledging long-term ecological change: the problem of shifting baselines

Shifting baselines describes the phenomenon where long-term changes to an environment go unrecognized because what is perceived as natural shifts with succeeding generations of scientists and other observers. This is a particular problem for the oceans because we are rarely able to directly observe the consequences of human activities. In the absence of data to track these consequences, a common assumption has been that the communities we observe today using SCUBA or other technology, are similar to the communities that existed 10, 100, or even 1000 years ago. Research is increasingly demonstrating this is not the case. Instead, marine ecosystems may have been vastly different in the past, and we have succumbed to the shifting baselines syndrome. This has significant implications for scientific study, management, and for human communities more broadly. We discuss these implications, and how we might address the shifting baseline syndrome in the oceans to confront its repercussions. In a world where environmental degradation is accelerating, doing so is critical to avoid further ratcheting down of our expectations of ecosystem health and productivity, and to ensure that we have the information necessary to implement appropriate recovery and management goals.

Priorities in policy and management when existing biodiversity stressors interact with climate-change

There are three key drivers of the biodiversity crisis: (1) the well known existing threats to biodiversity such as habitat loss, invasive pest species and resource exploitation; (2) direct effects of climate-change, such as on coastal and high elevation communities and coral reefs; and (3) the interaction between existing threats and climate-change. The third driver is set to accelerate the biodiversity crisis beyond the impacts of the first and second drivers in isolation. In this review we assess these interactions, and suggest the policy and management responses that are needed to minimise their impacts. Renewed management and policy action that address known threats to biodiversity could substantially diminish the impacts of future climate-change. An appropriate response to climate-change will include a reduction of land clearing, increased habitat restoration using indigenous species, a reduction in the number of exotic species transported between continents or between major regions of endemism, and a reduction in the unsustainable use of natural resources. Achieving these measures requires substantial reform of international, national and regional policy, and the development of new or more effective alliances between scientists, government agencies, non-government organisations and land managers. Furthermore, new management practices and policy are needed that consider shifts in the geographic range of species, and that are responsive to new information acquired from improved research and monitoring programs. The interactions of climate-change with existing threats to biodiversity have the potential to drive many species to extinction, but there is much that can be done now to reduce this risk.