628
V. T. da Rocha et al.
Recently, in 2014, UNESCO published a handbook describing education on climate change. According to Læssøe et al. (2009), this education has its first theoretical approaches published in 2009, in the cross-national report from the International
Alliance of Leading Education Institutes. However, only in 2014, UNESCO presented its findings on the subject (CCE), worldwide, in the form of a document
structured as a “course”—preparatory material for teachers to work with the themes
in the classroom.
CCE addresses more “complex” issues that go beyond behavior change. This
is because this education (CCE) discusses important concepts such as: understanding the differences between climate and time; adaptation and mitigation; resilience
and vulnerability, among other important issues that are analyzed in local, regional,
national and global contexts.
Thus, EE comes first, then ESD and more recently CCE, all education focuses
primarily on contributing to sustainability. One education contributes to another,
representing that there are always positive impacts from the moment a person changes
his/her behavior in favor of issues involving the preservation of natural resources and
well-being of others.
4.2 Bibliometric Analysis on Climate Change Education
In total, 111 papers were found resulting from the search for the terms “Climate
change education”. According to the variables described in the methodology, the
following are the results of the bibliometric analysis on the EMC theme.
4.2.1 Areas
In the large area designated as “Climate Change Education” it was identified 21
thematic areas, highlighted in green, in Fig. 4. Of these areas, it was possible to
highlight the four largest contributors.
The main contributions came from “Education & Educational Research” with
41% of the publications, representing 46 papers. This area was deployed in two subareas: “Environmental Sciences & Ecology” and “Social Sciences—Other Topics”
highlighted in blue in Fig. 4.
Secondly, with 27% of the total, or 30 jobs, is “Environmental Sciences & Ecology”. This area was developed in five subareas: “Meteorology & Atmospheric Sciences”, “Science & Technology—Other Topics”, “Biodiversity & Conservation”,
“Physical Geography” and “Education & Educational Research”. Two of these subareas have also been deployed in others, “Science & Technology—Other Topics” has
added works from the subarea “Engineering” and “Physical Geography” has added
works from “Meteorology & Atmospheric Sciences”.
V. T. da Rocha et al.
Recently, in 2014, UNESCO published a handbook describing education on climate change. According to Læssøe et al. (2009), this education has its first theoretical approaches published in 2009, in the cross-national report from the International
Alliance of Leading Education Institutes. However, only in 2014, UNESCO presented its findings on the subject (CCE), worldwide, in the form of a document
structured as a “course”—preparatory material for teachers to work with the themes
in the classroom.
CCE addresses more “complex” issues that go beyond behavior change. This
is because this education (CCE) discusses important concepts such as: understanding the differences between climate and time; adaptation and mitigation; resilience
and vulnerability, among other important issues that are analyzed in local, regional,
national and global contexts.
Thus, EE comes first, then ESD and more recently CCE, all education focuses
primarily on contributing to sustainability. One education contributes to another,
representing that there are always positive impacts from the moment a person changes
his/her behavior in favor of issues involving the preservation of natural resources and
well-being of others.
4.2 Bibliometric Analysis on Climate Change Education
In total, 111 papers were found resulting from the search for the terms “Climate
change education”. According to the variables described in the methodology, the
following are the results of the bibliometric analysis on the EMC theme.
4.2.1 Areas
In the large area designated as “Climate Change Education” it was identified 21
thematic areas, highlighted in green, in Fig. 4. Of these areas, it was possible to
highlight the four largest contributors.
The main contributions came from “Education & Educational Research” with
41% of the publications, representing 46 papers. This area was deployed in two subareas: “Environmental Sciences & Ecology” and “Social Sciences—Other Topics”
highlighted in blue in Fig. 4.
Secondly, with 27% of the total, or 30 jobs, is “Environmental Sciences & Ecology”. This area was developed in five subareas: “Meteorology & Atmospheric Sciences”, “Science & Technology—Other Topics”, “Biodiversity & Conservation”,
“Physical Geography” and “Education & Educational Research”. Two of these subareas have also been deployed in others, “Science & Technology—Other Topics” has
added works from the subarea “Engineering” and “Physical Geography” has added
works from “Meteorology & Atmospheric Sciences”.