Impact Of Secondary School Geography Content In Mitigating Climate Change In Uganda

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dc.contributor.authorAlex, Ronald Mwangu
dc.contributor.authorAlice, Merab Kagoda
dc.contributor.authorMugimu, Christopher Byalusaago
dc.date.accessioned2019-08-19T12:53:44Z
dc.date.available2019-08-19T12:53:44Z
dc.date.issued2017-07-15
dc.description.abstractClimate change is a key concern to the local and global community. Because of its transformative nature, education both formal and informal has been identified as the vehicle for mitigating climate change. Many education systems however have been found lacking content necessary to produce learners that will lead efforts in mitigating climate change. Content is a very important element of the education process. It forms the basis for teaching and learning. Geography as an interdisciplinary subject is most suitable to teach learners about climate change. This study investigates the contribution of secondary school geography content in mitigating climate change in Uganda. Through questionnaires and interviews from geography teachers, this study reveal that content about climate change in the secondary school geography curriculum in Uganda is not explicit. The climate change content lies at the background of other topics and requires expertise of the teachers to retrieve it. Therefore teaching about climate change depends on interest and capacity of individual teachers.en_US
dc.description.sponsorshipKabale Universityen_US
dc.identifier.urihttp://hdl.handle.net/20.500.12493/182
dc.publisherIOSR Journal of Environmental Science, Toxicology and Food Technologyen_US
dc.subjectCurriculum content, geography education, climate change, secondary schoolen_US
dc.titleImpact Of Secondary School Geography Content In Mitigating Climate Change In Ugandaen_US
dc.typeArticleen_US

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