Vinjettide kasutamine kliimamuutuste-alase teadlikkuse kujundamisel

Aguinis, H., & Bradley, K. J. (2014). Best Practice Recommendations for Designing and Implementing Experimental Vignette Methodology Studies. Organizational Research Methods, 17(4), 351–371. https://doi.org/10.1177/1094428114547952

Almlöf, E. (2023). Using vignettes to explore policy tools for a self-driving transport future. Transportation Research Interdisciplinary Perspectives, 22, 100922. https://doi.org/10.1016/j.trip.2023.100922

Almlöf, E., Nybacka, M., Pernestål, A., & Jenelius, E. (2022). Will leisure trips be more affected than work trips by autonomous technology? Modelling self-driving public transport and cars in Stockholm, Sweden. Transportation Research Part A: Policy and Practice, 165, 1–19. https://doi.org/10.1016/j.tra.2022.08.023

Amado, A., Kotani, K., Kakinaka, M., & Managi, S. (s. a.). Carbon tax for cleaner-energy transition: A vignette experiment in Japan.

Birdsall, S., Eames, C., Gaze, S., Stoddard, G., Harré, N., Whitehouse, H., & Blythe, C. (s. a.). Nurturing secondary students’ hope and agency: Educating to live in a climateimpacted world.

ChatGPT (s. a.). Salvestatud 27. mai 2024, https://openai.com/chatgpt/

Chen, S., Zhang, G., Xia, X., Chen, Y., Setunge, S., & Shi, L. (2021). The impacts of occupant behavior on building energy consumption: A review. Sustainable Energy Technologies and Assessments, 45, 101212. https://doi.org/10.1016/j.seta.2021.101212

De Cian, E., & Sue Wing, I. (2019). Global Energy Consumption in a Warming Climate. Environmental and Resource Economics, 72(2), 365–410. https://doi.org/10.1007/s10640-017-0198-4

Dias, R. A., Rios de Paula, M., Silva Rocha Rizol, P. M., Matelli, J. A., Rodrigues de Mattos, C., & Perrella Balestieri, J. A. (2021). Energy education: Reflections over the last fifteen years. Renewable and Sustainable Energy Reviews, 141, 110845. https://doi.org/10.1016/j.rser.2021.110845

Diffenbaugh, N. S., & Barnes, E. A. (2023). Data-driven predictions of the time remaining until critical global warming thresholds are reached. Proceedings of the National Academy of Sciences, 120(6), e2207183120. https://doi.org/10.1073/pnas.2207183120

Eloff, I., Mathabathe, K., Agostini, E., & Dittrich, A.-K. (2022). Teaching the Global Goals: Exploring the Experiences of Teacher Educators in an Online-Environment through Vignette Research. Environmental Sciences Proceedings, 15(1), Article 1. https://doi.org/10.3390/environsciproc2022015005

European Commission. Joint Research Centre (2023). GHG emissions of all world countries: 2023. Publications Office. https://data.europa.eu/doi/10.2760/953322.

Everitt, S. L., Brian S. (2003). A Handbook of Statistical Analyses Using SPSS. Chapman and Hall/CRC. https://doi.org/10.1201/9780203009765

Fauville, G., Queiroz, A. C. M., & Bailenson, J. N. (2020). Chapter 5 – Virtual reality as a promising tool to promote climate change awareness. J. Kim & H. Song (Toim), Technology and Health (lk 91–108). Academic Press. https://doi.org/10.1016/B978-0-12-816958-2.00005-8

Forster, P. M., Smith, C. J., Walsh, T., Lamb, W. F., Lamboll, R., Hauser, M., Ribes, A., Rosen, D., Gillett, N., Palmer, M. D., Rogelj, J., von Schuckmann, K., Seneviratne, S. I., Trewin, B., Zhang, X., Allen, M., Andrew, R., Birt, A., Borger, A., … Zhai, P. (2023). Indicators of Global Climate Change 2022: Annual update of largescale indicators of the state of the climate system and human influence. Earth System Science Data, 15(6), 2295–2327. https://doi.org/10.5194/essd-15-2295-2023

Gordon, R., Waitt, G., Cooper, P., & Butler, K. (2018). Storying energy consumption: Collective video storytelling in energy efficiency social marketing. Journal of Environmental Management, 213, 1–10. https://doi.org/10.1016/j.jenvman.2018.02.046

Granström, M., & Kikas, E. (2023). Õpetajate ja õpilaste hinnangud õpistrateegiate tõhususele: Ülevaade Eesti koolide tulemustest: Teachers’ and students’ evaluations of the effectiveness of learning strategies: An overview of the results of Estonian schools. Estonian Journal of Education / Eesti Haridusteaduste Ajakiri, 11(2), 98–128. https://doi.org/10.12697/eha.2023.11.2.05

Halady, I. R., & Rao, P. H. (2010). Does awareness to climate change lead to behavioral change? International Journal of Climate Change Strategies and Management, 2(1), 6–22. https://doi.org/10.1108/17568691011020229

Henderson, J. A. (2019). Learning to teach climate change as if power matters. Environmental Education Research, 25(6), 987–990. https://doi.org/10.1080/13504622.2019.1660309

Holdsworth, S., Thomas, I., & Sandri, O. (2018). Assessing Graduate Sustainability Attributes Using a Vignette/Scenario Approach. Journal of Education for Sustainable Development, 12(2), 120–139. https://doi.org/10.1177/0973408218792127

Holechek, J. L., Geli, H. M. E., Sawalhah, M. N., & Valdez, R. (2022). A Global Assessment: Can Renewable Energy Replace Fossil Fuels by 2050? Sustainability, 14(8), Article 8. https://doi.org/10.3390/su14084792

Howarth, C., Parsons, L., & Thew, H. (2020). Effectively Communicating Climate Science beyond Academia: Harnessing the Heterogeneity of Climate Knowledge. One Earth, 2(4), 320–324. https://doi.org/10.1016/j.oneear.2020.04.001

Hoydis, J., Bartosch, R., & Gurr, J. M. (2023). Climate Change Literacy. Elements in Environmental Humanities. https://doi.org/10.1017/9781009342032

IEA rahvusvaheline kodanikuhariduse uuring ICCS 2022. (2020, september 10). Tallinna Ülikool. https://www.tlu.ee/hti/iea-rahvusvaheline-kodanikuhariduse-uuring-iccs-2022.

Kang, J.-N., Wei, Y.-M., Liu, L.-C., Han, R., Yu, B.-Y., & Wang, J.-W. (2020). Energy systems for climate change mitigation: A systematic review. Applied Energy, 263, 114602. https://doi.org/10.1016/j.apenergy.2020.114602

Kolenatý, M., Kroufek, R., & Činčera, J. (2022). What Triggers Climate Action: The Impact of a Climate Change Education Program on Students’ Climate Literacy and Their Willingness to Act. Sustainability, 14(16), Article 16. https://doi.org/10.3390/su141610365

Kumar, P., Sahani, J., Rawat, N., Debele, S., Tiwari, A., Mendes Emygdio, A. P., Abhijith, K. V., Kukadia, V., Holmes, K., & Pfautsch, S. (2023). Using empirical science education in schools to improve climate change literacy. Renewable and Sustainable Energy Reviews, 178, 113232. https://doi.org/10.1016/j.rser.2023.113232

Kwauk, C. (2020). Roadblocks to Quality Education in a Time of Climate Change. Brief. Center for Universal Education at The Brookings Institution. Center for Universal Education at The Brookings Institution. https://eric.ed.gov/?id=ED607008

Linow, S. (2019). Integrating Climate Change Competencies into Mechanical Engineering Education. W. Leal Filho & S. L. Hemstock (Toim), Climate Change and the Role of Education (lk 33–51). Springer International Publishing. https://doi.org/10.1007/978-3-030-32898-6_3

Lynas, M., Houlton, B. Z., & Perry, S. (2021). Greater than 99% consensus on human caused climate change in the peer-reviewed scientific literature. Environmental Research Letters, 16(11), 114005. https://doi.org/10.1088/1748-9326/ac2966

Martin, R. (2022). Energy housekeeping: Intersections of gender, domestic labour and technologies. Buildings and Cities, 3(1), 554–569. https://doi.org/10.5334/bc.218

Martiskainen, M., Hopkins, D., Torres Contreras, G. A., Jenkins, K. E. H., Mattioli, G., Simcock, N., & Lacey-Barnacle, M. (2023). Eating, heating or taking the bus? Lived experiences at the intersection of energy and transport poverty. Global Environmental Change, 82, 102728. https://doi.org/10.1016/j.gloenvcha.2023.102728

Mountford, H., Waskow, D., Gonzalez, L., Gajjar, C., Cogswell, N., Holt, M., Fransen, T., Bergen, M., & Gerholdt, R. (2021). COP26: Key Outcomes From the UN Climate Talks in Glasgow. https://www.wri.org/insights/cop26-key-outcomes-un-climate-talks-glasgow

OECD (2022). Pisa_tulemused_2022__0.pdf. (s. a.). Salvestatud 8. märts 2024, https://hm.ee/sites/default/files/documents/2023-12/Pisa_tulemused_2022__0.pdf.

Ogunbode, C. A., Doran, R., & Böhm, G. (2020). Exposure to the IPCC special report on 1.5 °C global warming is linked to perceived threat and increased concern about climate change. Climatic Change, 158(3), 361–375. https://doi.org/10.1007/s10584-019-02609-0

Renta-Davids, A.-I., Camarero-Figuerola, M., & Tierno-García, J.-M. (2020). Assessment of the Quality Education Awareness Competence of Pre-Service Educators Using Vignettes. Sustainability, 12(23), Article 23. https://doi.org/10.3390/su122310203

Riiklike õppekavade ajakohastamine – rakendamise toetamine | Õppekava infoportaal (s. a.). Salvestatud 18. jaanuar 2024, https://oppekava.ee.

Romanello, M., Whitmee, S., Mulcahy, E., & Costello, A. (2023). Further delays in tackling greenhouse gas emissions at COP28 will be an act of negligence. The Lancet, 402(10417), 2055–2057. https://doi.org/10.1016/S0140-6736(23)02584-9

Rousell, D., & Cutter-Mackenzie-Knowles, A. (2020). A systematic review of climate change education: Giving children and young people a "voice" and a "hand" in redressing climate change. Children’s Geographies, 18(2), 191–208. https://doi.org/10.1080/14733285.2019.1614532

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.

Schleicher, A. (2019). PISA 2018: Insights and Interpretations. OECD Publishing. OECD Publishing.

Schmidt, K., Kösling, P., Bamberg, S., & Blöbaum, A. (2022). A Prospect Theory-based experimental vignette methodology for exploring rebound effects and rebounddamping interventions. Ecological Economics, 193, 107302. https://doi.org/10.1016/j.ecolecon.2021.107302

Skilling, K., & Stylianides, G. (2019). Using vignettes in educational research: A framework for vignette construction. International Journal of Research & Method in Education, 43. https://doi.org/10.1080/1743727X.2019.1704243

Tolppanen, S., Kang, J., & Tirri, K. (2023). Climate Competencies of Finnish Gifted and Average-Ability High School Students. Education Sciences, 13(8), Article 8. https://doi.org/10.3390/educsci13080840