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Investigating the Issues of Climate Change and Children’s Rights with the Support of a Web-based Learning Environment
Dimitrios Gkotzos, PhD Candidate
Department of Primary Education,UNESCO Chair ICT in Education for Sustainable Development
University of Crete, Greece.
http://www.ictinesd.org/unescochair
Introduction
Children particularly vulnerable to the impact
of climate change
The high risk of exposure to environmental
hazards
Vector-borne diseases and
under-nutrition
highly sensitive to
climatic conditions
Least developed countries
mostly affected by
climate change
Intersection with social
economic and political strains
(UNICEF, 2009)
Introduction
Climate Change Education
A very critical concept in contemporary education
Addresses the causes and consequences of climate change
Review and re-orientate the present educational and teaching and learning programs (UNESCO,
2009)
Climate Change Education programs should include child-centered as well as child-led
activities
UNDP Classification of Human Rights (Plantilla,
2006)
1. food and health
2. land, language and culture.
3. environment
4. labor and the workplace
5. education
6. children’s welfare
7. women
Children’s welfare and the CRC:
a) life
b) protection against violence, abuse and
neglect
c) health and social security
d) rest and leisure
e) education, freedom from trafficking,
protection against prostitution
f) freedom from torture and cruel, inhuman or
degrading treatment
Introduction
Introduction
SDGs from a child rights perspective
There is much to celebrate for
children in the SDGs and
targets
Explicit targets on reducing inequality,
ending violence against
children and combating
child poverty.
Targets need to be
measurable and translated into indicators
(UNICEF, 2014)
(Makrakis & Kostoulas-Makrakis, 2012)
The Structure of the
Web-based Learning
Environment and its
Underpinning Theory ExConTra
Experiencing
Reflecting
ConceptualisingConstructing
ActingChanging
Back-end system – Drupal CMS
• powerful and extensible framework
• low development time, high reliability
• a variety of useful tools for educators
Learning objects
• text, video, animation, charts and sound narration
Authoring tool – Adobe Flash
Design and Development of the Web-based Learning Environment
a. Software engineering methods
Παρουσιάσεις
Design and Development of the Web-based Learning Environment
b. Web-based hypermedia tools
Calculato
r
Presentatio
n
Spreadshe
et
Venn
diagrams
Τhe Curriculum Areas of the Web-based Learning Environment
and their Integration Across School Subjects
Aesthetic
Education
The Teaching Units of the
Curriculum Areas
- My food
and me
- Food as a
basic need
- Food as a
right
- Right to
food and
climate
change
- Restrictions of
access to
drinkable water
- Cost of access
to drinkable
water
- Climate
change and
drinkable water
in the
Mediterranean
countries
- Over-
consumption of
water
- Pollution of the
hydrographic
- Health as
a basic
need
- Health as
a right
- Right to
health and
climate
change
- Women in
society
- Gender
equality as a
right
- Gender
equality and
climate
change
- Gender
equality and
children’s
rights
- The
environment
and me
- The
environment
and our rights
- Right to
environment
and climate
change
- Right to
environment
and individual
action
- Education
as a basic
need
- Education
as a right
- Right to
education
and climate
change
- Right to
education
and local
action
The User Interface of the Web-based Learning Environment
(http://actforclimate.net)
Hypermedia toolsMain interface
Accessories and
navigation options
Curriculum areas
Teaching units
Accompanying
material
5 primary schools, 9 sections
(5th -6th grade), 165 learners
UNESCO Associated Schools Project Network (ASPnet)
http://www.unesco.org/education/asp
Class teachers: partners,
co-researchers
The Research-based Interventions
The Research-based Interventions
10 weeks, 20 teaching hours
Learners worked in mixedability groups (3-4 persons)
Each section worked in aparticular curriculum area
Qualitative and quantitativedata were collected throughquestionnaires in order toevaluate the influence of anumber of factors inconceptual change regardingthe perceptions, knowledge,and participants' action onchildren’s rights in climatechange
Use of concept mapping as a learning and research tool
Evaluationbefore the
involvement of teachers/learners in the WBLE
Initial
Evaluationduring the
involvement of teachers/learners in the WBLE
Formative
Evaluation after the involvement of
teachers/learners in the WBLE
Final
The Evaluation of the Web-based Learning Environment
Concluding Remarks
Enriches the primary school curriculum byintegrating an education for a sustainabledevelopment perspective
Adopts a child rights based approach to theintegration of climate change into the primaryschool curriculum
ExConTra learning paradigm
Empowers learners for active citizenship
Cross thematic and interdisciplinary
curricular approach
• Scaffolds: Learning objects and ICT tools, largely elicited from the Web
References
• Galatsidas, A. (2015). Sustainable development goals: changing the world in 17 steps – interactive. The Guardian
News and Media Limited. Retrieved 16-7-2016 from: http://www.theguardian.com/global-development/ng-
interactive/2015/jan/19/sustainable-development-goals-changing-world-17-steps-interactive
• Makrakis, V., & Kostoulas-Makrakis, N. (2012). The challenges of ICTs to online climate change education for
sustainable development: The ExConTra learning paradigm. In S.A.Anwar (ed.), Proceedings of the 5th Conference on
eLearning Excellence in the Middle East – Sustainable Innovation in Education (pp. 594–605). Dubai: Hamdan Bin
Mohammed e-University
• Plantilla, J. (2006). Human Rights in Education for Sustainable Development. UNESCO Expert Meeting on ESD:
Reorienting Education to Address Sustainability. Kanchanaburi, Thailand. Retrieved 16-7-2016 from:
http://www.unescobkk.org/fileadmin/user_upload/esd/documents/workshops/kanchanburi/plantilla_humanrights.pdf
• UNESCO (2009). Education for sustainable development vital to tackle climate change. Paris: UNESCO. Retrieved 16-
7-2016 from: http://www.unesco.org/new/en/education/themes/strengthening-education-systems/secondary-
education/single-view/news/education_for_sustainable_development_vital_to_tackle_climate_change
• UNICEF (2009). The state of the world’s children. New York: UNICEF Retrieved 16-7-2016 from:
http://www.unicef.org/sowc09/docs/SOWC09-FullReport-EN.pdf
• UNICEF (2014) A Post-2015 World Fit for Children: A review of the Open Working Group Report on Sustainable
Development Goals from a Child Rights Perspective. Retrieved 16-7-2016 from
http://www.unicef.org/post2015/files/Post_2015_OWG_review_CR_FINAL.pdf
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