Climate crisis in the classroom
The climate crisis should be an indispensable part of our system of education, says Veronika Winter. "Young people in particular are afraid of the future and need teachers who feel competent enough to teach this topic in an action-oriented way." However, states Winter, "due to its scientific complexity, political controversies or their own insecurities, the topic is often avoided." Hence, pre-service teachers need targeted preparation during their studies, as well as better teaching conditions in schools.
Introducing climate education as a new subject is not necessary, according to Winter. In her view, it makes the most sense to include specific aspects of the topic in each existing school subject. "Biology education, for example, should address how action for the environment and the climate action can go hand in hand or how extreme weather events influence human health and why we need to adapt our cities for these challenges. Many teachers and schools are already on board and want to conduct projects on climate action, but they often lack time and resources."
Solutions for climate protection
In her doctoral thesis at the Center for Science Education Research (AECCs), Veronika Winter investigates what future biology teachers think about teaching climate change. "It is particularly interesting to explore how relevant they think the topic is and whether they perceive any challenges in teaching it, for example, complaints from parents. I am also interested in finding out how they would like to teach climate change in the classroom later – would they focus only on causes and impacts or would they also teach how to find solutions for climate action?"
Veronika Winter is particularly interested in pre-service teachers’ personal beliefs about climate change education, and in investigating how these beliefs influence their teaching approaches and the quality of their lessons. "The findings from my doctoral thesis can contribute to designing seminars in biology teacher education programmes in a way that makes students feel better prepared to teach this challenging topic," Veronika Winter explains.
The perspective of biology pre-service teachers
Veronika Winter uses qualitative as well as quantitative empirical methods in her thesis. First, Winter and her team did an initial assessment on the perspectives of biology pre-service teachers in an exploratory study. The next step comprised a larger, more representative study involving quantitative questionnaires. "Finally, we went one step further and investigated how to foster students' professional competence as part of a seminar, within the framework of an intervention study, so to speak," she explains.
A constructive approach to a polarising topic
Teachers can act as multipliers by promoting climate-friendly norms, values and behaviours, says Veronika Winter. "They are the ones who are preparing younger generations for the challenges of the climate crisis. Climate education can show students how to handle this polarising topic in an action-oriented and constructive manner."
Winter also believes that educating students about the causes, impacts and solutions regarding the climate crisis is central for shaping a climate-friendly society. "We need to learn how to assess climate action measures from both moral and scientific perspectives, identifying those that are truly effective and environmentally-friendly, and identifying those which are socially just. It is also important to learn how to deal with different perspectives and how to develop solutions together, because the climate crisis is already affecting all generations."