Climate Change Education

The study found out the role that some selected science curriculaof the pre-tertiary level of education in Ghana played with respect to climate changeeducation. Content analysis was used to analyze four science curricula of thepre-tertiary levels of education in Ghana, namely, the curriculum for primary, Grades 1to 3 (age = 6-9 years); integrated science curriculum of primary, Grades 4 to 6 (age =9-12 years); integrated science curriculum of the Junior High School (JHS; age = 12-13years); and the integrated science curriculum of the Senior High School (SHS; age =13-16 years). It was found that of the four curricula, it was only in the integratedscience syllabuses of the SHS and that of the JHS that climate change as a topic forstudy had been stated categorically, but, even then, the teaching and learning methodsneeded to be improved on. It was practically non-existent in the natural sciencecurriculum of Primary Grades 1 to 3. There were topics in some of the curricula such as“Ecosystems,” “Photosynthesis,” and “Energy” that can provide links to climate changeeducation but were not linked to it. Some of the suggestions made to make thesecurricula play their roles in climate change education are that: (a) topics that lendthemselves to climate change education in the various curricula could be linked to it inthe teaching and learning situation to reinforce learning and (b) teaching and learningmethods should be improved upon for effective attitudinal and behavioral changes to helpmitigate climate change and its impact