“They Will Make the Earth, Sow the Seeds”: Teachers on Conceptualizing Climate Change for Students in Vietnam
(2025) PSYK12 20251Department of Psychology
- Abstract (Swedish)
- Syftet med denna studie var att kvalitativt utforska lärares syn på kunskapsbildning och kommunikation om klimatförändringar med elever i Vietnam, ett land med förhöjd klimatrisk. Med utgångspunkt i Hanoi genomfördes åtta (N = 8) semistrukturerade intervjuer med lärare på temat klimatundervisning. Materialet bearbetades sedan i en tematisk analys med abduktiv metod: delvis datadriven, delvis genom applicering av social representationsteori. Temat Klimatförändringarnas karaktär och dess underteman Den fysiska formen, Tidsbundenhet, och Riskkommunikation fokuserar på problembeskrivningar och sociala representationer. Klimatförändringar konceptualiserades genom antropogena och vetenskapliga förklaringsmodeller, och behandlades som både nära... (More)
- Syftet med denna studie var att kvalitativt utforska lärares syn på kunskapsbildning och kommunikation om klimatförändringar med elever i Vietnam, ett land med förhöjd klimatrisk. Med utgångspunkt i Hanoi genomfördes åtta (N = 8) semistrukturerade intervjuer med lärare på temat klimatundervisning. Materialet bearbetades sedan i en tematisk analys med abduktiv metod: delvis datadriven, delvis genom applicering av social representationsteori. Temat Klimatförändringarnas karaktär och dess underteman Den fysiska formen, Tidsbundenhet, och Riskkommunikation fokuserar på problembeskrivningar och sociala representationer. Klimatförändringar konceptualiserades genom antropogena och vetenskapliga förklaringsmodeller, och behandlades som både nära och distanta i tid och rum. Inom ramen för klimatundervisning lades särskilt vikt vid lokala manifestationer såsom extremväder och miljöföroreningar i luft och natur. Temat handlar också om strategier för barns lärande och engagemang, vilka utgick från konkrethet, affekter och relevans för deras vardag. Det andra temat, Vem? Påverkare och de påverkade, handlar om rolltilldelning och om ändamålen med klimatundervisning, med undertemana Viet och den drabbade, Sociopolitiska faktorer och Vad ett barn kan veta och göra. Idéer om vem som gör vad och varför det är viktigt att elever lär sig om klimatförändringar utforskas, däribland vikten av att både bry sig och göra egna bidrag. Det handlar också om hur olika grupper tillskrivs lidande. Normativa ideal och mål för klimatundervisning presenteras, sammanfattat som “känna, föreställa sig, göra och dela”. Resultaten bidrar till att förstå barns lärande om klimatförändringar, samt hur krisen representeras bland personer som lever närmare risken att drabbas. (Less)
- Abstract
- This study qualitatively explored a sample of teachers' climate change conceptualizations and communication with school students in Vietnam, a country with high susceptibility to major climate change-related impacts. Fieldwork was conducted in Hanoi, where eight (N = 8) teachers were interviewed in a semi-structured format, focusing on the topic of climate change education. The material was explored in a thematic analysis using an abductive approach, allowing for a data-driven analysis while also applying social representations theory as a framework. Two main themes were generated: The shape of climate change and Who? Actors and the affected. The former is about social representations of climate change and includes three subthemes: “the... (More)
- This study qualitatively explored a sample of teachers' climate change conceptualizations and communication with school students in Vietnam, a country with high susceptibility to major climate change-related impacts. Fieldwork was conducted in Hanoi, where eight (N = 8) teachers were interviewed in a semi-structured format, focusing on the topic of climate change education. The material was explored in a thematic analysis using an abductive approach, allowing for a data-driven analysis while also applying social representations theory as a framework. Two main themes were generated: The shape of climate change and Who? Actors and the affected. The former is about social representations of climate change and includes three subthemes: “the physical presence”, “temporal elements”, and “framing risk”. Climate change was perceived as both near and distant in time and space. In the classroom context, local manifestations were highlighted and linked to psychological distance. Teacher strategies to facilitate learning and engagement were centered around concreteness, affects, and relevance to the students’ daily lives. Who? Actors and the affected examined identities, norms, and aims in climate change education across three subthemes: “the us and the affected other”, “sociopolitical complexities”, and “what a child can know and do”. Students are expected to “feel, imagine, do, and share” in relation to climate change. These results offer insights on how and what children learn about the climate crisis. Findings also contribute to understanding social representations of climate change and how it is conceptualized by people living with high exposure to its impacts. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9210972
- author
- Ideland, Tova LU
- supervisor
-
- Camilo Saenz LU
- organization
- course
- PSYK12 20251
- year
- 2025
- type
- M2 - Bachelor Degree
- subject
- keywords
- climate change education, social representations of climate change, social psychology, Vietnam, klimatundervisning, klimatförändringar, sociala representationer, socialpsykologi
- language
- English
- id
- 9210972
- date added to LUP
- 2025-08-29 10:28:47
- date last changed
- 2025-08-29 10:28:47
@misc{9210972,
abstract = {{This study qualitatively explored a sample of teachers' climate change conceptualizations and communication with school students in Vietnam, a country with high susceptibility to major climate change-related impacts. Fieldwork was conducted in Hanoi, where eight (N = 8) teachers were interviewed in a semi-structured format, focusing on the topic of climate change education. The material was explored in a thematic analysis using an abductive approach, allowing for a data-driven analysis while also applying social representations theory as a framework. Two main themes were generated: The shape of climate change and Who? Actors and the affected. The former is about social representations of climate change and includes three subthemes: “the physical presence”, “temporal elements”, and “framing risk”. Climate change was perceived as both near and distant in time and space. In the classroom context, local manifestations were highlighted and linked to psychological distance. Teacher strategies to facilitate learning and engagement were centered around concreteness, affects, and relevance to the students’ daily lives. Who? Actors and the affected examined identities, norms, and aims in climate change education across three subthemes: “the us and the affected other”, “sociopolitical complexities”, and “what a child can know and do”. Students are expected to “feel, imagine, do, and share” in relation to climate change. These results offer insights on how and what children learn about the climate crisis. Findings also contribute to understanding social representations of climate change and how it is conceptualized by people living with high exposure to its impacts.}},
author = {{Ideland, Tova}},
language = {{eng}},
note = {{Student Paper}},
title = {{“They Will Make the Earth, Sow the Seeds”: Teachers on Conceptualizing Climate Change for Students in Vietnam}},
year = {{2025}},
}