Global change instruction poses a distinctive challenge: learners must view global change holistically while analysing individual issues at local and regional levels¶

Claim · All claims
Evidence · 1 study · theoretical r1 · q1
Currency · newest study 1993 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 1998: baselines and conditions change
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? Educators teaching global change through environmental education face the added challenge of enabling both holistic viewing of global change and local/regional analysis of individual issues, alongside problems of insufficient, uncertain and value-contested data. → United Nations Educational 1993

Evidence¶

United Nations Educational 1993¶

United Nations Educational, Scientific, and Cultural Organization, Paris (France). Environmental Education Section. (1993). Connect: UNESCO-UNEP Environmental Education Newsletter, 1993. https://eric.ed.gov/?id=ED368567

q1 · i? · theoretical · r1

In the March 1993 lead story, the authors state this instructional challenge as an expert assertion, further noting problems arising from "lack of sufficient data in certain areas", doubts about data accuracy, and differing political, economic, religious and social interpretations. No empirical test is reported.

"educationalists are faced with an additionn.1 challenge: making learners capable of view- ing global change holistically and at the same time being able to analyse individual issues at local and regional levels"

Discussion¶

Related Claims¶

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