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This presentation suggests how conceptual change could play a powerful role in improving teaching that enables young people to take a well-informed stance towards collective (economic and political) action to combat climate change.
Prof Lundholm will i) take account of theories of the process of conceptual change, including the warming trend; ii) build a view of how social science understanding may be related to support for collective action, given insights from theoretical evidence using the theory of Value-Beliefs-Norms for action (Stern, 2000) from social science education, and iii) use the Model of Educational Reconstruction (Duit et al., 2012) to highlight some important implications for research and teaching in this important topic.
Speaker: Prof Cecilia Lundholm
Cecilia Lundholm is a professor in Educational Science with a specialisation in Teaching and Learning in the Social Sciences. Her interests concern conceptual change and instruction in the social sciences and climate and geography education. Her research focuses on the role of social science knowledge for policy support in relation to climate change, that is, large scale collective action problems, and for developing agency and hope among students.
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