@article {226,
	title = {THE USE OF COOPERATIVE LEARNING IN DISPELLING STUDENT MISCONCEPTIONS ON CLIMATE CHANGE},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {September/2011},
	type = {Original article},
	chapter = {168-182 },
	abstract = {Misconceptions may be characterized as wrong or inaccurate views of a particular issue which, due to lack of clarity, are seen or perceived wrongly. Students hold misconceptions about many issues and subjects, including in respect of climate change. Most alarming about misconceptions is that if people continue to build knowledge on such misunderstandings, this may have serious impacts on their learning. Following a brief literature review on cooperative learning, this paper adopts a research methodology which a) defines what a misconception is, b) lists possible sources of misconceptions, c) discusses five misconceptions students often have about climate change and d) puts forward some cooperative learning techniques teachers can use to handle the problem.},
	keywords = {climate change, Cooperative learning, Education, misconceptions},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547274.pdf},
	author = {Evangelos Manolas and Walter Leal Filho}
}
@article {195,
	title = {THE CONTRIBUTION OF EDUCATION TOWARDS MEETING THE CHALLENGES OF CLIMATE CHANGE},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {142-155 },
	abstract = {This paper outlines the contribution the education sector can provide in meeting the challenges of climate change, worldwide. It offers an analysis of the means via which education, awareness and training can help the global efforts to tackle climate change and lists a set of practical activities which may assist various groups in handling climate matters as part of formal and non-formal education. The paper concludes by providing a warning: without proper emphasis to educational approaches, the desired (and indeed) changes in attitudes and behaviour as well as the motivation needed in order to engage people in reducing the impacts they may have on the climate, may not be fully achieved.},
	keywords = {Active learning, climate change, formal and non-formal education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171586.pdf},
	author = {Walter Filho and Paul Pace and Evangelos Manolas}
}
@article {207,
	title = {IDEOLOGY, EPISTEMOLOGY AND PEDAGOGY: BARRIERS AND DRIVERS TO EDUCATION FOR SUSTAINABILITY IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {December/2010},
	type = {Original article},
	chapter = {285-301 },
	abstract = {The Brundtland Report (Brundtland Report, cited in United Nations Department of Economic and Social Affairs, 1999) definition of education for sustainability (EfS) allows us to conceptualise sustainability in a number of ways in education, such as ecological sustainability, sociocultural sustainability and, political sustainability. Whilst EfS issues have multi-dimensional meanings, including effects, root causes, change strategies and preferred futures each curriculum area can contribute. This paper focusses on how approaches to science education can contribute to or inhibit EfS, according to what degree it informs understanding of sustainability issues, how it may support values and beliefs underpinning sustainability and how priorities in constructing curricula can influence pedagogy. Epistemology, as conceptions of knowledge associated with science, and ideology, as political influences that shape curricula, can direct approaches to pedagogy, which may or may not support EfS. Examples of approaches to science education that may support EfS are discussed with implications for appropriate pedagogy to support EfS summarised.
This paper has discussed how ideological, epistemological and pedagogical assumptions of curriculum planners and those who implement curricula affect EfS. Table 2 summarises the discussion and illustrates how modern, positivist or postpositivist approaches to science education can provide barriers or drivers to EfS. As unsustainability is not tenable option for society, postpositivist pedagogical approaches that support sustainability must be seen as an imperative rather than an option. Some of these pedagogical approaches are being put into practice; for example the development of resources to support teaching for sustainability, the establishing of eco-schools as models for sustainability practice and some very good guidance for development of EfS at national, regional and local level (see introduction). However, understanding of the barriers and drivers to EfS is also needed to counter the barriers and to foster a more systematic integration of EfS within the curriculum to achieve effective action for sustainability.},
	keywords = {epistemology, ideology, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405172734.pdf},
	author = {Michael Littledyke and Evangelos Manolas}
}
