Einsig, Nathan William
(2024)
Supporting Students Emotionally and Promoting Activism During Climate Change Lessons.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
Climate change poses an immediate threat to global society. Science educators highlight how human activity, primarily fossil fuel consumption and certain types of agriculture, lead to the rapid warming trends observed over the past one-hundred years. Despite the immediacy of this environmental crisis, the beliefs and emotions of students can make effective teaching of climate science a contentious endeavor. Climate denialism, political influences, impending existential threats, and frustration with the inaction of older generations make navigating the topic of climate change a challenge for teachers.
Gaps in climate literacy contribute to skepticism, the propagation of pseudoscience, and societal inertia towards accepting scientific consensus. Addressing these challenges requires integrating robust sustainability and environmental geoscience education into curricula, aiming to cultivate both scientific literacy among the public and leadership capable of informed decision-making for future generations.
This dissertation focuses on the mental health dimensions of climate change education, acknowledging how learning about its causes and solutions can evoke anxiety and negative emotional responses among students. Acknowledging and addressing these psychological impacts is crucial for developing effective educational strategies and garnering broader public support for climate action. This study emphasizes the urgent need for comprehensive approaches that integrate scientific understanding with emotionally responsive teaching and critical pedagogy to foster informed engagement and sustainable solutions in addressing the climate crisis.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
| Creators | Email | Pitt Username | ORCID  |
|---|
| Einsig, Nathan William | NWE7@pitt.edu | NWE7 | |
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| ETD Committee: |
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| Date: |
28 August 2024 |
| Date Type: |
Publication |
| Defense Date: |
28 June 2024 |
| Approval Date: |
28 August 2024 |
| Submission Date: |
10 August 2024 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
88 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Instruction and Learning |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
climate change, emotionally responsive teaching, critical pedagogy, climate education, climate activism |
| Date Deposited: |
28 Aug 2024 15:14 |
| Last Modified: |
28 Aug 2024 15:14 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/46766 |
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