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Answering Children’s Questions on Climate Change: Curious Climate Schools

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Education and the UN Sustainable Development Goals

Part of the book series: Education for Sustainability ((EDFSU,volume 7))

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Abstract

Climate change significantly impacts the futures of children. Children’s lives are already being affected and the changing climate will continue to have lifelong effects on their health, wellbeing, opportunities, and experiences. The aim of this chapter is to provide insights and lessons for develo** climate change education that is student-led, holistic, transdisciplinary, and action-focused. We look first at the Australian policy and education context for climate literacy—we consider how climate change education is supported by the international and national policy context of Australia and reflect on literature that discusses barriers and enablers of climate change education. Then, we outline how climate education can be delivered to facilitate climate literacy in classrooms—specifically, we highlight and explore the case study of the researcher-led climate engagement initiative, Curious Climate Schools in Tasmania, Australia.

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Notes

  1. 1.

    Curious Climate Schoolswww.curiousclimate.org.au/schools/ and Curious Climate Tasmania—www.curiousclimate.org.au.

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Author information

Author notes

  1. Kim Beasy

    Present address: Centre for Marine Socioecology, University of Tasmania, Hobart, TAS, Australia

Authors and Affiliations

  1. Centre for Marine Socioecology, University of Tasmania, Hobart, TAS, Australia

    Rachel Kelly, Chloe Lucas & Gretta T. Pecl

  2. School of Education, College of Law, Arts and Education, University of Tasmania, Launceston, TAS, Australia

    Kim Beasy

  3. School of Geography, Planning, and Spatial Sciences, University of Tasmania, Hobart, TAS, Australia

    Chloe Lucas

  4. Climate Futures, School of Geography, Planning and Spatial Sciences, University of Tasmania, Hobart, TAS, Australia

    Gabi Mocatta

  5. School of Communication and Creative Arts, Deakin University, Burwood, VIC, Australia

    Gabi Mocatta

  6. Institute for Marine and Antarctic Studies, University of Tasmania, Hobart, TAS, Australia

    Rachel Kelly & Gretta T. Pecl

Authors
  1. Rachel Kelly
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  2. Kim Beasy
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  3. Chloe Lucas
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  4. Gabi Mocatta
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  5. Gretta T. Pecl
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Corresponding author

Correspondence to Rachel Kelly .

Editor information

Editors and Affiliations

  1. School of Education, College of Arts, Law, and Education, Launceston, TAS, Australia

    Kim Beasy

  2. School of Education, College of Arts, Law, and Education, Burnie, TAS, Australia

    Caroline Smith

  3. School of Education, College of Arts, Law, and Education, Hobart, TAS, Australia

    Jane Watson

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Kelly, R., Beasy, K., Lucas, C., Mocatta, G., Pecl, G.T. (2023). Answering Children’s Questions on Climate Change: Curious Climate Schools. In: Beasy, K., Smith, C., Watson, J. (eds) Education and the UN Sustainable Development Goals. Education for Sustainability, vol 7. Springer, Singapore. https://doi.org/10.1007/978-981-99-3802-5_24

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  • DOI: https://doi.org/10.1007/978-981-99-3802-5_24

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  • Online ISBN: 978-981-99-3802-5

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