Climate Change Education through Earth Observation: An Approach for EO Newcomers in Schools

Panagiota Asimakopoulou (), Panagiotis Nastos, Emmanuel Vassilakis, Assimina Antonarakou, Maria Hatzaki, Ourania Katsigianni, Maria Papamatthaiou and Charalampos (Haris) Kontoes
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Panagiota Asimakopoulou: Department of Geology and Geoenvironment, National and Kapodistrian University of Athens, 10679 Athens, Greece
Panagiotis Nastos: Department of Geology and Geoenvironment, National and Kapodistrian University of Athens, 10679 Athens, Greece
Emmanuel Vassilakis: Department of Geology and Geoenvironment, National and Kapodistrian University of Athens, 10679 Athens, Greece
Assimina Antonarakou: Department of Geology and Geoenvironment, National and Kapodistrian University of Athens, 10679 Athens, Greece
Maria Hatzaki: Department of Geology and Geoenvironment, National and Kapodistrian University of Athens, 10679 Athens, Greece
Ourania Katsigianni: 2nd Primary School Agiou Konstantinou, 30027 Agrinion, Greece
Maria Papamatthaiou: 1rst Primary School of Rhodes, 85100 Rhodes, Greece
Charalampos (Haris) Kontoes: National Observatory of Athens (NOA), Operational Unit BEYOND Centre for Earth Observation Research and Satellite Remote Sensing, Institute for Astronomy, Astrophysics, Space Applications and Remote Sensing, 15236 Athens, Greece

Sustainability, 2023, vol. 15, issue 19, 1-30

Abstract: Earth Observation (EO) is widely recognized as a powerful tool for Climate Change and Sustainability Education (CCSE); however, the uptake of EO data in schools is still limited due to technical, motivational, or informational barriers. A major factor for the exploitation of EO in schools is the availability of curriculum-relevant pedagogical content that is attractive and personally meaningful to learners. Here, we examine whether an EO-based learning scenario developed for primary schools and implemented by EO novice teachers and students, based solely on written instructions, can serve as an effective entry point for incorporating EO into schools and addressing CCSE objectives. Our study showed that: (a) cloud-based EO tools are suitable for EO-novice teachers and students, who quickly become familiar with them and grasp basic EO concepts; (b) the combined use of EO-based and place-based learning helps students bridge the local and the global perspective of Climate Change (CC) impacts; (c) EO-based educational material stimulates students’ interest for satellites and EO technology; (d) the phenomenon-based approach grabs students’ attention, provokes their curiosity, and acts as a springboard for scientific inquiry on CC impacts; and (e) our scenario’s learning approaches promoted teachers’ upskilling and intra-school collaboration.

Keywords: Earth Observation; Climate Change and Sustainability Education; phenomenon-based learning; place-based learning; EO browser; primary school (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2023
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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