LFU:online

Participants know ideas for the elementarization of climate change for secondary education.

Participants are familiar with elements of climate literacy as well as appropriate learning goals and indicators related to these elements in climate education.

Participants are able to collaboratively design and implement a student lab workshop on the scientific underpinnings of climate change.

Participants develop options for action for their own work in climate education.

Part 1: Elementarizations of the scientific underpinnings of climate change are developed based on findings from empirical subject-specific education research. Additional aspects of climate literacy (e.g., evaluation skills) are also addressed.

Part 2: A student lab workshop is developed and piloted. (Analogy-based) experiments and learning tasks are selected and prepared.

Part 3: The piloting of the workshop is evaluated and reflected upon in order to develop options for action in climate education.

Group activities, discussions, practical exercises, short presentations, microteachings, workshops

Written and/or oral performances are required in the course. The assessment is based on compulsory attendance, practical exercises, written performance as well as oral contributions of the students in the context of short presentations and discussions, and the workshops.

Chang, C. H. (2022). Climate change education: Knowing, doing and being. 2. Aufl. London: Routledge.

Shepardson, D.P., Roychoudhury, A. & Hirsch, A.S. (Hrsg.) (2017). Teaching and Learning about Climate Change: A Framework for Educators. New York: Routledge.

In this course, a student lab workshop on the scientific underpinnings of climate change is collaboratively developed. The target group therefore primarily consists of pre-service teachers in the natural sciences (biology, chemistry, geography, physics) as well as students of the natural sciences with an interest in climate education.