扫盲研究、系统思维与气候变化

IF 1.6 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Richard Beach
{"title":"扫盲研究、系统思维与气候变化","authors":"Richard Beach","doi":"10.58680/rte202332613","DOIUrl":null,"url":null,"abstract":"This article posits the need for literacy research on teachers’ and students’ use of systems thinking for studying climate change. Drawing on sociocultural activity theory of learning, it perceives the need for engaging in systems thinking given the negative impacts of energy, transportation and community design, agriculture and food production, and economics and politics systems themselves on ecosystems—for example, the negative effects of fossil fuel energy systems on emissions production. Researchers could analyze teachers’ and/or students’ use of the following components derived from activity theory for analyzing these systems: objects and outcomes, roles, tools, rules and norms, and beliefs and discourses. For example, teachers and students may employ language for naming phenomena about climate change, responding to literature, engaging in media production, or using emissions mapping tools to critique status-quo systems and use those tools to portray ways of transforming those systems. They may also engage in critical inquiry of rules and norms or beliefs and discourses derived from capitalist economic systems that promote excessive consumption with detrimental environmental impacts and attempts in the political system to resist instruction on climate change.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":"35 1","pages":"0"},"PeriodicalIF":1.6000,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Literacy Research, Systems Thinking, and Climate Change\",\"authors\":\"Richard Beach\",\"doi\":\"10.58680/rte202332613\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article posits the need for literacy research on teachers’ and students’ use of systems thinking for studying climate change. Drawing on sociocultural activity theory of learning, it perceives the need for engaging in systems thinking given the negative impacts of energy, transportation and community design, agriculture and food production, and economics and politics systems themselves on ecosystems—for example, the negative effects of fossil fuel energy systems on emissions production. Researchers could analyze teachers’ and/or students’ use of the following components derived from activity theory for analyzing these systems: objects and outcomes, roles, tools, rules and norms, and beliefs and discourses. For example, teachers and students may employ language for naming phenomena about climate change, responding to literature, engaging in media production, or using emissions mapping tools to critique status-quo systems and use those tools to portray ways of transforming those systems. They may also engage in critical inquiry of rules and norms or beliefs and discourses derived from capitalist economic systems that promote excessive consumption with detrimental environmental impacts and attempts in the political system to resist instruction on climate change.\",\"PeriodicalId\":47105,\"journal\":{\"name\":\"Research in the Teaching of English\",\"volume\":\"35 1\",\"pages\":\"0\"},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2023-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Research in the Teaching of English\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.58680/rte202332613\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research in the Teaching of English","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.58680/rte202332613","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1

摘要

本文提出了对教师和学生在气候变化研究中使用系统思维进行素养研究的必要性。借鉴社会文化活动学习理论,该理论认为,考虑到能源、交通和社区设计、农业和粮食生产以及经济和政治系统本身对生态系统的负面影响,例如,化石燃料能源系统对排放产生的负面影响,需要进行系统思考。研究人员可以分析教师和/或学生使用以下来自活动理论的组件来分析这些系统:对象和结果,角色,工具,规则和规范,信念和话语。例如,教师和学生可以使用语言来命名有关气候变化的现象,对文学作品做出回应,参与媒体制作,或使用排放测绘工具来批评现状系统,并使用这些工具来描绘改变这些系统的方法。他们也可能对资本主义经济制度的规则和规范或信仰和话语进行批判性的探究,这些制度促进了对环境造成有害影响的过度消费,并试图在政治制度中抵制有关气候变化的指示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Literacy Research, Systems Thinking, and Climate Change
This article posits the need for literacy research on teachers’ and students’ use of systems thinking for studying climate change. Drawing on sociocultural activity theory of learning, it perceives the need for engaging in systems thinking given the negative impacts of energy, transportation and community design, agriculture and food production, and economics and politics systems themselves on ecosystems—for example, the negative effects of fossil fuel energy systems on emissions production. Researchers could analyze teachers’ and/or students’ use of the following components derived from activity theory for analyzing these systems: objects and outcomes, roles, tools, rules and norms, and beliefs and discourses. For example, teachers and students may employ language for naming phenomena about climate change, responding to literature, engaging in media production, or using emissions mapping tools to critique status-quo systems and use those tools to portray ways of transforming those systems. They may also engage in critical inquiry of rules and norms or beliefs and discourses derived from capitalist economic systems that promote excessive consumption with detrimental environmental impacts and attempts in the political system to resist instruction on climate change.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Research in the Teaching of English
Research in the Teaching of English EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
9.10%
发文量
0
期刊介绍: Research in the Teaching of English (RTE) is a broad-based, multidisciplinary journal composed of original research articles and short scholarly essays on a wide range of topics significant to those concerned with the teaching and learning of languages and literacies around the world, both in and beyond schools and universities.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信