INTEGRATING CLIMATE CHANGE EDUCATION INTO TEACHING BIOLOGY AT HIGH SCHOOL IN VIETNAM
Corresponding Author(s) : Tong Thi My Thi
UED Journal of Social Sciences, Humanities and Education,
Vol. 5 No. 4B (2015): UED JOURNAL OF SOCIAL SCIENCES, HUMANITIES AND EDUCATION
Climate change is taking place at a faster pace than what has been forecast. Consequently, the world’s school curricula in general and Vietnam’s in particular have failed to meet the demands of climate change education. An analysis of the contents and structure of the subject Biology at high school shows that Biology lessons at junior and senior high school levels offer great potential for the integration of climate change contents. Climate change education not only enhances learners’ awareness and scientific knowledge, but also plays a significant role in shaping their positive attitudes, promoting their problem-solving skills, developing their assessment capacity, and especially a sense of responsibility for issues concerning climate change.
This paper introduces a number of basic methods and measures to integrate climate change education into the teaching of Biology at high school (examples used for teaching the section of Ecology in Biology 12). These methods and measures have been verified through pedagogical empiricism and brought out reliable results.
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