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Alison Singer, Caitlin Kirby & Eleanor Rappolee. (2023) Using Fiction and Nonfiction Readings in Climate Change Education. Journal of College Science Teaching 52:7, pages 103-110.
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Kim Beasy, Charlotte Jones, Rachel Kelly, Chloe Lucas, Gabi Mocatta, Gretta Pecl & Deniz Yildiz. (2023) The burden of bad news: educators’ experiences of navigating climate change education. Environmental Education Research 0:0, pages 1-14.
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Jeana Kriewaldt & Shu Jun Lee. (2023) Towards powerful knowledge: an Australian case study of prospective teachers’ knowledge and dispositions for sustainability education. International Research in Geographical and Environmental Education 32:1, pages 35-52.
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Carrie Karsgaard & Debra Davidson. (2023) Must we wait for youth to speak out before we listen? International youth perspectives and climate change education. Educational Review 75:1, pages 74-92.
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Lynne M. Zummo & Sara J. Dozier. (2022) Using epistemic instructional activities to support secondary science teachers’ social construction of knowledge of anthropogenic climate change during a professional learning experience. Journal of Geoscience Education 70:4, pages 530-545.
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Derek Gladwin, Carrie Karsgaard & Lynette Shultz. (2022) Collaborative learning on energy justice: International youth perspectives on energy literacy and climate justice. The Journal of Environmental Education 53:5, pages 251-260.
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Therese Ferguson. (2022) Envisioning low-carbon futures: possibility and hope as part of climate change teacher education. Environmental Education Research 28:8, pages 1191-1208.
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Ryan Dunk, Julie Sexton, Krystal Hinerman & Emily A. Holt. (2022) Development of the biotic impacts of climate change core concepts (BIC4) framework. Environmental Education Research 28:8, pages 1175-1190.
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Kelsey Tayne. (2022) Buds of collectivity: student collaborative and system-oriented action towards greater socioenvironmental sustainability. Environmental Education Research 28:2, pages 216-240.
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Antonio García Vinuesa, Serafino Afonso Rui Mucova, Ulisses M. Azeiteiro, Pablo Ángel Meira Cartea & Mario Pereira. (2022) Mozambican students’ knowledge and perceptions about climate change: an exploratory study in Pemba City. International Research in Geographical and Environmental Education 31:1, pages 5-21.
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K.C. Busch. (2021) Textbooks of doubt, tested: the effect of a denialist framing on adolescents’ certainty about climate change. Environmental Education Research 27:11, pages 1574-1598.
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Isabel Banos-González, Patricia Esteve-Guirao & Mercedes Jaén. (2021) Future teachers facing the problem of climate change: meat consumption, perceived responsibility, and willingness to act. Environmental Education Research 27:11, pages 1618-1637.
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Antonio García-Vinuesa, Sara Carvalho, Pablo Ángel Meira Cartea & Ulisses M. Azeiteiro. (2021) Assessing climate knowledge and perceptions among adolescents. An exploratory study in Portugal. The Journal of Educational Research 114:4, pages 381-393.
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Megan Ennes, Danielle F. Lawson, Kathryn T. Stevenson, M. Nils Peterson & M. Gail Jones. (2021) It’s about time: perceived barriers to in-service teacher climate change professional development. Environmental Education Research 27:5, pages 762-778.
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Kelsey Tayne, Megan K. Littrell, Christine Okochi, Anne U. Gold & Erin Leckey. (2021) Framing action in a youth climate change filmmaking program: hope, agency, and action across scales. Environmental Education Research 27:5, pages 706-726.
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Géraldine Fauville, Anna C. M. Queiroz, Linda Hambrick, Bryan A. Brown & Jeremy N. Bailenson. (2021) Participatory research on using virtual reality to teach ocean acidification: a study in the marine education community. Environmental Education Research 27:2, pages 254-278.
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Danielle L. Eiseman, Anne K. Armstrong & Allison M. Chatrchyan. (2020) Designing an extension Climate Stewards volunteer program: incorporating sense of community, social practice, and self-efficacy theories. Environmental Education Research 26:11, pages 1636-1655.
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Lynne Zummo, Emma Gargroetzi & Antero Garcia. (2020) Youth voice on climate change: using factor analysis to understand the intersection of science, politics, and emotion. Environmental Education Research 26:8, pages 1207-1226.
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Heather F. Clark, William A. Sandoval & Jarod N. Kawasaki. (2020) Teachers’ uptake of problematic assumptions of climate change in the NGSS. Environmental Education Research 26:8, pages 1177-1192.
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Stuart Tannock. (2020) The oil industry in our schools: from Petro Pete to science capital in the age of climate crisis. Environmental Education Research 26:4, pages 474-490.
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Carlie D. Trott. (2020) Children’s constructive climate change engagement: Empowering awareness, agency, and action. Environmental Education Research 26:4, pages 532-554.
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Alana Siegner & Natalie Stapert. (2020) Climate change education in the humanities classroom: a case study of the Lowell school curriculum pilot. Environmental Education Research 26:4, pages 511-531.
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Cecilia Lundholm. (2019) Where to look and what to do? Blank and bright spots in research on environmental and climate change education. Environmental Education Research 25:10, pages 1427-1437.
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Alan Reid. (2019) Climate change education and research: possibilities and potentials versus problems and perils?. Environmental Education Research 25:6, pages 767-790.
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Articles from other publishers (26)
Marcia McKenzie, Joseph Henderson & Fikile Nxumalo. (2023) Climate change and educational research: Mapping resistances and futurities. Research in Education 117:1, pages 3-10.
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Seema Yadav. 2023. Climate Change Education for Sustainable Development. Climate Change Education for Sustainable Development
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Marcia McKenzie, Joseph Henderson & Fikile Nxumalo. (2023) Climate change and educational research: Mapping resistances and futurities. Research in Education.
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Lynne Zummo, Emma Gargroetzi & Lea Hadzic. (2023) Theorizing science‐civic practices: Youth adaptation and remixing of scientific numeracies within digital civic media. Science Education.
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Benjamin Y. Ofori, Evans P. K. Ameade, Fidelia Ohemeng, Yahaya Musah, Jones K. Quartey & Erasmus H. Owusu. (2023) Climate change knowledge, attitude and perception of undergraduate students in Ghana. PLOS Climate 2:6, pages e0000215.
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Lynne Zummo. (2023) Climate Change and the Social World: Discourse Analysis of Students’ Intuitive Understandings. Science & Education.
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Rachel Kelly, Kim Beasy, Chloe Lucas, Gabi Mocatta & Gretta T. Pecl. 2023. Education and the UN Sustainable Development Goals. Education and the UN Sustainable Development Goals
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Norhafizah Karim, Hidayatulfathi Othman, Zul-‘Izzat Ikhwan Zaini, Yanti Rosli, Muhammad Ikram A Wahab, Al Mumin Al Kanta, Syamimi Omar & Mazrura Sahani. (2022) Climate Change and Environmental Education: Stance from Science Teachers. Sustainability 14:24, pages 16618.
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Antonio García-Vinuesa, Edgar J. González-Gaudiano & Pablo Á. Meira Cartea. (2022) La dimension politique de l’éducation au changement climatique en temps de COVID-19. Éducation relative à l'environnement:Volume 17-2.
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Miloslav Kolenatý, Roman Kroufek & Jan Činčera. (2022) What Triggers Climate Action: The Impact of a Climate Change Education Program on Students’ Climate Literacy and Their Willingness to Act. Sustainability 14:16, pages 10365.
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Chris-Valentine OGAR Eneji, Nkanu Usang Onnoghen, Joseph Odama Acha & Juliana Bebuo Diwa. (2020) Climate change awareness, environmental education and gender role burdens among rural farmers of Northern Cross River State, Nigeria. International Journal of Climate Change Strategies and Management 13:4/5, pages 397-415.
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Walter Leal Filho, Mihaela Sima, Ayyoob Sharifi, Johannes M. Luetz, Amanda Lange Salvia, Mark Mifsud, Felicia Motunrayo Olooto, Ilija Djekic, Rosley Anholon, Izabela Rampasso, Felix Kwabena Donkor, Maria Alzira Pimenta Dinis, Maris Klavins, Göran Finnveden, Martin Munashe Chari, Petra Molthan-Hill, Alexandra Mifsud, Salil K. Sen & Erandathie Lokupitiya. (2021) Handling climate change education at universities: an overview. Environmental Sciences Europe 33:1.
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Nathan Anderson Quarderer, Gavin W. Fulmer, Brian Hand & Ted A. Neal. (2021) Unpacking the connections between 8th graders' climate literacy and epistemic cognition. Journal of Research in Science Teaching 58:10, pages 1527-1556.
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Gavin McCrory, Johan Holmén, John Holmberg & Tom Adawi. (2021) Learning to Frame Complex Sustainability Challenges in Place: Explorations Into a Transdisciplinary “Challenge Lab” Curriculum. Frontiers in Sustainability 2.
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Wan Nur Hafizah Wan Hussain, Lilia Halim, Mee Yeang Chan & Norshariani Abd Rahman. (2021) Predicting Energy-Saving Behaviour Based on Environmental Values: An Analysis of School Children’s Perspectives. Sustainability 13:14, pages 7644.
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Panagiota Asimakopoulou, Panagiotis Nastos, Emmanuel Vassilakis, Maria Hatzaki & Assimina Antonarakou. (2021) Earth Observation as a Facilitator of Climate Change Education in Schools: The Teachers’ Perspectives. Remote Sensing 13:8, pages 1587.
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Inioluwa Deborah Raji, Morgan Klaus Scheuerman & Razvan Amironesei. (2021) You Can't Sit With Us. You Can't Sit With Us.
Neyla Cristiane Rodrigues de Oliveira, Francisca Carla Silva de Oliveira & Denis Barros de Carvalho. (2021) Educação ambiental e mudanças climáticas: análise do Programa Escolas Sustentáveis. Ciência & Educação (Bauru) 27.
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Alexander Ivanov, Svetlana Tolstikova, Larisa Ovcharenko & Tatiana Morozova. (2021) Building major competencies for enhancing higher education for sustainable development. E3S Web of Conferences 250, pages 07002.
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Lynne Zummo, Brian Donovan & K. C. Busch. (2020) Complex influences of mechanistic knowledge, worldview, and quantitative reasoning on climate change discourse: Evidence for ideologically motivated reasoning among youth. Journal of Research in Science Teaching 58:1, pages 95-127.
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Anne K. Armstrong & Marianne E. Krasny. (2020) Tracing Paths from Research to Practice in Climate Change Education. Sustainability 12:11, pages 4779.
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Veronika Deisenrieder, Susanne Kubisch, Lars Keller & Johann Stötter. (2020) Bridging the Action Gap by Democratizing Climate Change Education—The Case of k.i.d.Z.21 in the Context of Fridays for Future. Sustainability 12:5, pages 1748.
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Sharon Stein. (2019) The Ethical and Ecological Limits of Sustainability: A Decolonial Approach to Climate Change in Higher Education. Australian Journal of Environmental Education 35:3, pages 198-212.
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