Disciplinary boundaries and climate change education: teachers' conceptions of climate change education in the Philippines and Singapore

References

• Barton, K. C. (2015). Elicitation techniques: Getting people to talk about things they don't usually talk about. Theory and Research in Social Education, 43, 179–205.
   Web of Science ®Google Scholar
• Berkowitz, A. R., Ford, M. E., & Brewer, C. A. (2005). A framework for integrating ecological literacy, civics literacy, and environmental citizenship in environmental education. In E. Johnson & M. Mappin (Eds.), Environmental education and advocacy: Changing perspectives of ecology and education (pp. 227–266). Cambridge: Cambridge University Press.
   Google Scholar
• Bord, R. J., O'Connor, R. E., & Fisher, A. (2000). In what sense does the public need to understand global climate change? Public Understanding of Science, 9(3), 205–218.
   Web of Science ®Google Scholar
• Chalkley, B., Blumhof, J., & Ragnarsdóttir, K. V. (2010). Geography earth and environmental sciences: A suitable home for ESD. In P. Jones, D. Selby, & S. Sterling (Eds.), Sustainability education: Perspectives and practice across higher education (pp. 93–108). London: Earthscan.
   Google Scholar
• Chang, C. (2014). Climate Change Education – Knowing, doing and being. Abingdon: Routledge.
   Google Scholar
• Chang, C. H. (2015). Teaching climate change – A fad or a necessity? International Research in Geographical and Environmental Education, 24(3), 181–183.
   Web of Science ®Google Scholar
• Chawla, L., & Cushing, D. F. (2007). Education for strategic environmental behavior. Environmental Education Research, 13(4), 437–452.
   Google Scholar
• Evans, R. W., & Saxe, D. W. (Eds.). (1996). Handbook on teaching social issues. Washington, DC: National Council for the Social Studies.
   Google Scholar
• Gaudelli, W., & Heilman, E. (2009). Reconceptualizing geography as democratic global citizenship education. Teachers College Record, 111(11), 2626.
   Web of Science ®Google Scholar
• Halstead, J. M., & Taylor, M. J. (1996). Values in education and education in values. London: Falmer Press.
   Google Scholar
• Hess, D. E. (2009). Controversy in the classroom: The democratic power of discussion. New York, NY: Routledge.
   Google Scholar
• Ho, L. C., & Seow, T. (2015). Teaching controversial issues in geography: Climate change education in Singapore schools. Theory and Research in Social Education, 43(4), 314–344.
   Google Scholar
• James, J. H. (2010). "Democracy is the devil's snare": Theological certainty in teacher education. Theory and Research in Social Education, 38(4), 618–639.
   Google Scholar
• Locke, S. (2009). Environmental education for democracy and social justice in Costa Rica. International Research in Geographical and Environmental Education, 18(2), 97–110.
   Google Scholar
• Lummis, G. W. Morris, J. E., Lock, G., & Odgaard, J. (2017). The influence of ecological citizenship and political solidarity on Western Australian student teachers’ perceptions of sustainability issues. International Research in Geographical and Environmental Education, 26(2), 135–149.
   Web of Science ®Google Scholar
• McBean, G., & Hengeveld, H. (2000). Communicating the science of climate change: A mutual challenge for scientists and educators. Canadian Journal of Environmental Education, 5(1), 9–23. Retrieved fromhttp://cjee.lakeheadu.ca/
   Google Scholar
• Miles, M.B. & Huberman, A.M. (1994). Qualitative Data Analysis: a Sourcebook. Beverly Hills: Sage Publications.
   Google Scholar
• Morgan, J. (2012). Teaching secondary geography as if the planet matters. London: Routledge.
   Google Scholar
• National Climate Change Secretariat. (2016a). Singapore's approach to alternative energy. Retrieved February 23, 2016, fromhttps://www.nccs.gov.sg/climate-change-and-singapore/national-circumstances/singapores-approach-alternative-energy
   Google Scholar
• National Climate Change Secretariat. (2016b). A climate-resilient Singapore, for a sustainable future. Singapore: NCCS. Retrieved fromhttps://www.nccs.gov.sg/sites/nccs/files/NCCS_Adaptation_FA_webview%2027-06-16.pdf
   Google Scholar
• Nordström, H. K. (2008). Environmental education and multicultural education – Too close to be separate? International Research in Geographical and Environmental Education, 17(2), 131–145.
   Google Scholar
• Oliver, D. W., & Shaver, J. P. (1966). Teaching public issues in the high school. Boston, MA: Houghton Mifflin.
   Google Scholar
• Pruneau, D., Khattabi, A., & Demers, M. (2010). Challenges and possibilities in climate change education. US–China Education Review, 7(9), 15–24.
   Google Scholar
• Reid, A. (2000). Environmental change and sustainable development. In K. Grimwade, A. Reid, & L. Thompson (Eds.), Geography and the New Agenda. Sheffield: Geographical Association.
   Google Scholar
• Roman, D., & Busch, K. C. (2016). Textbooks of doubt: Using systemic functional analysis to explore the framing of climate change in middle-school science textbooks. Environmental Education Research, 22(8), 1158–1180.
   Web of Science ®Google Scholar
• Schreiner, C., Henriksen, E. K., & Hansen, P. J. K. (2005). Climate education: Empowering today's youth to meet tomorrow's challenges. Studies in Science Education, 41, 3–50.
   Google Scholar
• Schweizer, S., Davis, S., & Thompson, J. L. (2013). Changing the conversation about climate change: A theoretical framework for place-based climate change engagement. Environmental Communication: A Journal of Nature and Culture, 7(1), 42–62.
   Web of Science ®Google Scholar
• Seow, T., & Ho, L. C. (2016). Singapore teachers’ beliefs about the purpose of climate change education and student readiness to handle controversy. International Research in Geographical and Environmental Education, 25(4), 358–371.
   Web of Science ®Google Scholar
• Shepardson, D. P., Niyogi, D., Choi, S., & Charusombat, U. (2011). Students’ conceptions about the greenhouse effect, global warming, and climate change. Climatic Change, 104(3-4), 481–507.
   Web of Science ®Google Scholar
• Short, P. C. (2009). Responsible environmental action: Its role and status in environmental education and environmental quality. The Journal of Environmental Education, 41(1), 7–21.
   Web of Science ®Google Scholar
• Singapore Ministry of Education. (2015). Geography GCE Ordinary Level Syllabus. Retrieved from http://www.seab.gov.sg
   Google Scholar
• Stern, P. C. (2000). Toward a coherent theory of environmentally significant behavior. Journal of Social Issues, 56(3), 407–424.
   Web of Science ®Google Scholar
• Stoltman, J. P., & Lidstone, J. (2001). Citizenship education: A necessary perspective for geography and environmental education. International Research in Geographical and Environmental Education, 10(3), 215–217.
   Google Scholar
• Tan, C. (2016, January 28). Nicoll Drive being raised to stave off rising seas. The Straits Times. Retrieved fromhttp://www.straitstimes.com/singapore/transport/nicoll-drive-being-raised-to-stave-off-rising-seas
   Google Scholar
• Tavoni, A., & Levin, S. (2014). Managing the climate commons at the nexus of ecology, behaviour and economics. Nature Climate Change, 4, 1057–1063.
   Web of Science ®Google Scholar
• Thornton, S. J. (2005). Teaching social studies that matters: Curriculum for active learning. New York, NY: Teachers College Press.
   Google Scholar
• van der schee, J. (2003). Geographical education and citizenship education. International Research in Geographical and Environmental Education, 12(1), 49–53.
   Google Scholar