The Practice of Deming Cycle Improvement Mechanism in Climate Change Environmental Education
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Keywords

Environmental literacy
Climate change
Learning theory
Deming Cycle

DOI

10.26689/jcer.v5i8.2463

Abstract

Cultivating environmental literacy is one of the most important tasks in the face of climate change. The purpose is to construct the general curriculum content of improving climate change adaptation to environmental literacy, and to plan the evaluation mechanism of learning effectiveness. The use of learning theory, Problem-Based Learning (PBL) theory and Plan-Do-Check-Act (PDCA) cycle theory to improve the curriculum content and teaching continued to improve. This study focuses on the design courses from the three cognitive aspects of “conceptual cognition,” “practical exercise” and “hands-on experience.” Teach students how to cope with and respond to climate change to establish environmental literacy to mitigate the impact of natural reactions, and enhance awareness of environmental literacy by learning the science of climate adaptation and mitigation. The results of the actual implementation of the effectiveness assessment shows that, through student’s feedback learning results, the courses presented gains for more, to know the appropriateness and necessity of curriculum planning, can be provided to the basic research of environmental literacy teaching curriculum planning.

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