A didactic toolkit for climate change educators: lessons from constructive journalism for emotionally sensitive and democratic content design
Climate change education is seen as an important contributor to climate change mitigation. Yet, its predominant focus on cognitive learning tends to omit the emotional effects of learning about climate change, which often entails learners feeling anxious and overwhelmed and therefore struggling to e...
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creator | Höhle, Juliane Bengtsson, Stefan L |
description | Climate change education is seen as an important contributor to climate change mitigation. Yet, its predominant focus on cognitive learning tends to omit the emotional effects of learning about climate change, which often entails learners feeling anxious and overwhelmed and therefore struggling to engage with and enact ‘solutions’. This paper addresses a gap in current environmental education research relating to the role that the design of educational content might play in engaging with the emotional dimension of learning in environmental and sustainability education. In this effort, the paper draws on constructive journalism to provide an account of how the design of content influences the appropriation of content on both a cognitive and emotional level by the learner. The paper outlines three content design tools (solutions orientation, future orientation, community orientation) that aim to reconcile the emotional and cognitive dimensions of learning while supporting the agency of learners and a democratic conception of climate change education. |
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Yet, its predominant focus on cognitive learning tends to omit the emotional effects of learning about climate change, which often entails learners feeling anxious and overwhelmed and therefore struggling to engage with and enact ‘solutions’. This paper addresses a gap in current environmental education research relating to the role that the design of educational content might play in engaging with the emotional dimension of learning in environmental and sustainability education. In this effort, the paper draws on constructive journalism to provide an account of how the design of content influences the appropriation of content on both a cognitive and emotional level by the learner. 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Yet, its predominant focus on cognitive learning tends to omit the emotional effects of learning about climate change, which often entails learners feeling anxious and overwhelmed and therefore struggling to engage with and enact ‘solutions’. This paper addresses a gap in current environmental education research relating to the role that the design of educational content might play in engaging with the emotional dimension of learning in environmental and sustainability education. In this effort, the paper draws on constructive journalism to provide an account of how the design of content influences the appropriation of content on both a cognitive and emotional level by the learner. The paper outlines three content design tools (solutions orientation, future orientation, community orientation) that aim to reconcile the emotional and cognitive dimensions of learning while supporting the agency of learners and a democratic conception of climate change education.</description><subject>ANXIETY</subject><subject>CHILDREN</subject><subject>Climate change education</subject><subject>Cognitive learning</subject><subject>COMMUNICATION</subject><subject>Constructive journalism</subject><subject>Content design</subject><subject>Education</subject><subject>Emotional learning</subject><subject>ENGAGEMENT</subject><subject>Environmental and sustainability education</subject><subject>ENVIRONMENTAL-EDUCATION</subject><subject>KNOWLEDGE</subject><subject>NEWS</subject><subject>Social Sciences</subject><issn>1350-4622</issn><issn>1469-5871</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2023</creationdate><recordtype>article</recordtype><sourceid>ADGLB</sourceid><recordid>eNqtjk1qwzAQhb1ooenPHeYCAcW2YtRdCSlZh1JwN0KRxrZSWQMaudBD9M5VQo_Q1Qzvvfne3FSrTSPFut3W9V11z3wWQrSdbFfVzws474zN3kImCp8-w0AJbPCzyQh2MnFEQLdYkynxMwRkpsgwJJrBli2npZx_IZxpSdEEz_MVgTNlT0UI38AY2V9DJjpwxbLJXDoLIGPMRWI_xsfqdjCB8elvPlT71_3b7rAepxLSwZ8Slj80Ga9NslMB6mW8WCfUYnNQTb3td6pTsns_KtVL2anjR9_8F-cXvLNttg</recordid><startdate>2023</startdate><enddate>2023</enddate><creator>Höhle, Juliane</creator><creator>Bengtsson, Stefan L</creator><scope>ADGLB</scope></search><sort><creationdate>2023</creationdate><title>A didactic toolkit for climate change educators: lessons from constructive journalism for emotionally sensitive and democratic content design</title><author>Höhle, Juliane ; Bengtsson, Stefan L</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-ghent_librecat_oai_archive_ugent_be_01H9326YC97957VR99Y5579RZY3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2023</creationdate><topic>ANXIETY</topic><topic>CHILDREN</topic><topic>Climate change education</topic><topic>Cognitive learning</topic><topic>COMMUNICATION</topic><topic>Constructive journalism</topic><topic>Content design</topic><topic>Education</topic><topic>Emotional learning</topic><topic>ENGAGEMENT</topic><topic>Environmental and sustainability education</topic><topic>ENVIRONMENTAL-EDUCATION</topic><topic>KNOWLEDGE</topic><topic>NEWS</topic><topic>Social Sciences</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Höhle, Juliane</creatorcontrib><creatorcontrib>Bengtsson, Stefan L</creatorcontrib><collection>Ghent University Academic Bibliography</collection></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Höhle, Juliane</au><au>Bengtsson, Stefan L</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>A didactic toolkit for climate change educators: lessons from constructive journalism for emotionally sensitive and democratic content design</atitle><date>2023</date><risdate>2023</risdate><issn>1350-4622</issn><issn>1469-5871</issn><abstract>Climate change education is seen as an important contributor to climate change mitigation. Yet, its predominant focus on cognitive learning tends to omit the emotional effects of learning about climate change, which often entails learners feeling anxious and overwhelmed and therefore struggling to engage with and enact ‘solutions’. This paper addresses a gap in current environmental education research relating to the role that the design of educational content might play in engaging with the emotional dimension of learning in environmental and sustainability education. In this effort, the paper draws on constructive journalism to provide an account of how the design of content influences the appropriation of content on both a cognitive and emotional level by the learner. The paper outlines three content design tools (solutions orientation, future orientation, community orientation) that aim to reconcile the emotional and cognitive dimensions of learning while supporting the agency of learners and a democratic conception of climate change education.</abstract><oa>free_for_read</oa></addata></record> |
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source | Ghent University Academic Bibliography; Education Source |
subjects | ANXIETY CHILDREN Climate change education Cognitive learning COMMUNICATION Constructive journalism Content design Education Emotional learning ENGAGEMENT Environmental and sustainability education ENVIRONMENTAL-EDUCATION KNOWLEDGE NEWS Social Sciences |
title | A didactic toolkit for climate change educators: lessons from constructive journalism for emotionally sensitive and democratic content design |
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