Implementing climate literacy in schools — what to teach our teachers?

Climate literacy (CL) comprises knowledge, skills, and attitudes that enable individuals to counteract the global threat of anthropogenic climate change. Teachers’ knowledge and pedagogy are main predictors of students’ learning outcomes, but teachers are insufficiently prepared in the interdiscipli...

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Bibliographic Details
Published in:Climatic change 2023-10, Vol.176 (10), p.134, Article 134
Main Authors: Leve, Anna-Kathryn, Michel, Hanno, Harms, Ute
Format: Article
Language:English
Subjects:
Anthropogenic climate changes
Anthropogenic factors
Atmospheric Sciences
Climate change
Climate Change/Climate Change Impacts
Climate science
Climate system
Earth and Environmental Science
Earth Sciences
Education
Human influences
Interdisciplinary aspects
Interrogation
Literacy
Pedagogy
Schools
Students
Teachers
Teaching
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Summary:Climate literacy (CL) comprises knowledge, skills, and attitudes that enable individuals to counteract the global threat of anthropogenic climate change. Teachers’ knowledge and pedagogy are main predictors of students’ learning outcomes, but teachers are insufficiently prepared in the interdisciplinary field of CL. In a multilevel interrogation of experts in the fields of climate science, education research, and school, we derived 13 delineated themes describing necessary knowledge concerning the scientific background of climate change as well as pedagogy and teaching strategies. These themes indicate that teachers need a broad basis of understanding the climate system, climate science, causes of, impacts of, and dealing with climate change as well as the ability to convey this interdisciplinary content into teaching, by making the topic personally relevant and strengthening students’ role as change agents. The findings underline the need to promote interdisciplinary ways of teaching towards CL and provide a baseline for the development of future teacher preparation.
ISSN:0165-0009
1573-1480
DOI:10.1007/s10584-023-03607-z