LFU:online

• Participants know ideas for the elementarization of climate change for secondary education.
• Participants know possibilities for dealing with expected students' conceptions and arguments of climate sceptics.
• Participants develop concrete ideas for the integration of climate change into their own teaching.
• Participants can integrate ideas of education for sustainable development into their own teaching concepts.

• Part 1: Elementarizations of the scientific basics of climate change and their didactic reconstruction are elaborated on the basis of empirical-scientific-didactic research results.
• Part 2: The contribution of one's own teaching to the development of assessment skills in the context of climate change as well as possibilities for dealing with misinformation are worked out and analysed.
• Part 3: Participants develop their own teaching concepts for their respective subject based on the findings from Parts 1 and 2

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

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.

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