Sebastian Brumann|Ulrike Ohl|Johannes Schulz
Inquiry-Based Learning on Climate Change in Upper Secondary Education: A Design-Based Approach
University of Augsburg|University of Augsburg|University of Augsburg
education great importance context climate change promote proenvironmental behaviour however climate change education accompanied didactic pedagogical challenges among reasons climate change complex phenomenon many people psychological distance topic promising approach face challenges inquirybased learning ibl several studies show date however barely empirically tested instructional designs especially closetoscience ibl focusing climate change study presented therefore addresses question science propaedeutic seminar upper secondary schools regional implications climate change designed ensure successful learning processes based designbased research approach qualitative research methods focus group discussions semistandardised written teacher surveys participant observations used identify targetoriented design guidelines implementation principles seminars seminars 769 students far researched different aspects climate change regions identified design guidelines implementation principles operationalised teaching practice research generated contribution theory building applicable concept schools