Global warming is a phenomenon which has been occurring over the past 15,000 years on Earth. It can be described as a struggle between human progress in the form of industrialization, population increase, and economic growth and nature. All teachers should disseminate information in the classroom about climate change. They will help students, parents and other individuals to know more about climate change. This topic is of prime importance to all of us.
The process of global warming occurs when greenhouse gases (primarily CO2, NO2, methane, nitrous oxide, hydro fluorocarbons, per fluorocarbons, and sulfur hexafluoride) are released into the atmosphere. These gases continue to increase in concentration in our atmosphere creating a “greenhouse-like” effect by trapping in heat from the sun, resulting in an increase in earth’s average temperature. If left unchecked, the buildup of greenhouse gases could permanently alter earth’s ecological systems.
According to Motaivalli (2006), this would have drastic consequences for the planet’s biodiversity, including the human race. Current studies from the International Panelon Climate Change (IPCC) indicate that Earth’s surface temperatures could rise by3.8 to 11.2 degrees Fahrenheit over the next 50 years, based on current greenhouse gas (GHG) emissions This increase in temperature would have profound effects across the globe, ranging from increased sea-levels, more severe storms, and the melting of large glaciers and icebergs. These changes in nature would in-turn produce devastating results in the form of floods, loss of plant and animal life, more frequent droughts and famine, and a greater risk of human casualties in all parts of the world. The overwhelming majority of scientists agree that warming in the climate system was “unequivocal” and that changes observed throughout the climate system were “unprecedented”(IPCC Press Release, Sep 27 2013). In spite of the general scientific consensus on the issue of global warming and climate change, a significant amount of controversy over therelevance, purpose, and nature of climate change education exists. This is particularly important given the need to help young people acquire an understanding of the science of climate change, its impact, and potential solutions. The United Nations Educational, Scientific and Cultural Organization (2010), for instance, has stressed the need for climate change education in order to help a broad audience understand, address, mitigate, and adapt to the impacts of climate change, encourage the changes in attitudes and behaviors needed to put our world on a more sustainable development path, and build a new generation of climate change-aware citizens.
According to the research ofBoyes, et al.,(2006), Dove,(2006);Groves & Pugh, (2007); on education and the environment and/or sustainable development has grown as a field of inquiry The literature on teachers’ knowledge and practice tends to focus environmental education as a broad category. These include analyses of teachers’ conceptions of environmental education. Few studies have focused specifically on teachers’ knowledge of climate change education, and these tend to examine mainly teachers’ misconceptions about the science of climate change
Teachers have the vital role to disseminate the importance of paying particular attention to climate change education because this issue of climate change is unique in many ways. For instance, its high profile, as well as its politicized and controversial nature in some segments of society has resulted in teachers and schools facing significant pressure to avoid controversy by self-censoring what they teach. Teachers and students must pay serious attention to this issue, at the same time; teachers must focus on the different activities and approaches they used in transmitting knowledge about climate change to students.
It is for this awareness of environmental issue and for the urgency of the topic that the researcher had conceptualized this investigation.
Reference:
DepEd Order # 31, s.2012.Policy Guidelines in the Implementation of the K to 12 Curriculum 2012
By: Sarah TañadaObre
