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In this article, the authors investigate 6 Singaporean geography teachers’ understandings of climate change education. The findings indicate that the participants held very different beliefs about the primary purposes of climate change education, in spite of the highly centralized national curriculum and the unambiguous state support for the science of climate change. The findings suggest that the diversity in teachers’ understandings of the purposes of climate change education and their preferred pedagogical approaches reflect some of the tensions within the larger education system in Singapore.
Ho et al. (Fri,) studied this question.