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The instruction targets general educational goals, especially students’ communication and evaluation abilities for active democratic participation. Participatory Action Research guides cyclical innovation and study, with reflections from the chemistry team on developing feasible curriculum materials, enabling innovative classroom structures, and supporting ongoing teacher professional development. Process-oriented considerations for future curriculum innovation are also derived.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Participatory Action Research used in the project?",{"text":71,"@type":63},"Participatory Action Research operates as a collaborative, cyclical strategy that combines curriculum innovation with accompanying research and reflection on results and methodology.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},598010,1792888871,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & 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Project of Curriculum Innovation on Teaching about Climate Change  \nTimo Feierabend and Ingo Eilks*1  \n• This paper describes a three-year curriculum innovation project on teaching about climate change. The innovation for this study focused on a socio-critical approach towards teaching climate change in four different teaching domains (biology, chemistry, physics and politics) . The teaching itself explicitly aimed at general educational objectives, i.e., fostering students’ communication and evaluation abilities as essential components for preparing young people for active participation in society. Participatory Action Research has been used as a collaborative strategy of cyclical curriculum innovation and research. Using past experiences and selected results from accompanying research, this project and its methodology will be reflected upon from the viewpoint of the chemistry group taking part in the project. Core issues reflected upon include how the project contributed to the creation of feasible curriculum materials, how it led to innovative structures in practice, and whether it supported experienced teachers’ ongoing professional development. General considerations for the process of curriculum innovation will also be derived.  \nKey words: Climate change, Curriculum innovation, Participatory action research, Science education  \n1 *Coresponding author: University of Bremen-Department of Biology and Chemistry, Institute for the Didactics ofthe Sciences (IDN) -Chemistry Education, Leobener Str. NW2, 28334 Bremen, Germany  \n[ingo.eilks@uni-bremen.de](ingo.eilks@uni-bremen.de)  \nTeaching about climate change  \nand science education  \nClimate change has become one of the most dominant sciencerelated issues in today’s political debate (e.g., Ekborg & Areskoug, 2006). It can be considered – borrowing the words of Wolfgang Klafki (2000)– to be one of society’s ‘key problems of our epoch’. For Klafki, these ‘key problems’ represent the most promising issues for educators to employ in aiding their students to achieve Allgemeinbildung. Allgemeinbildung in this sense conceptualises the central goal of any contemporary education to help students better their capabilities in self-determination, political participation and solidarity with others ina democratic society (e.g., Hofstein, Eilks & Bybee, 2011) .  \nOne typical characteristic of such key problems is that they are (still) undetermined to some degree. Although there is a huge body of literature published about the causes and potential effects of climate change (e.g., IPCC, 2007) there is still no consensus about the implications obtainable from the available data. This means we are faced with conflicting evidence and quite often contradictory opinions (e.g., Ekborg & Areskoug, 2006; Hulme, 2009). Nevertheless, decisions must be reached on both the individual as well as the political levels (Ekborg & Areskoug, 2006) . Politics decides upon new regulations, e.g., the taxation of renewable energies, but each individual also continually makes relevant decisions, such as whether to drive one’s own car or use public transport. The basis for many of these decisions is still undetermined, which makes climate change an interesting topic for contemporary education in general and for science education in particular. In the words of Sadler (2004): The most fruitful settings for science education are “those which encourage personal connections between students and the issues discussed, explicitly address the value of justifying claims and expose the importance of attending to contradictory opinions”(p. 523) .  \nUnfortunately, nowhere is climate change education as successful as it should be (Rickinson, 2001) . Deficits are reported in several areas, e.g., concerning students’ understanding of the science of climate change and its possible impacts on society (e.g., Andersson & Wallin, 2000; B","cbCaioy05q7zXgCe","https://ap.wps.com/l/cbCaioy05q7zXgCe","pdf",277831,"English","# Project overview\n## Participatory Action Research approach\n## Interdisciplinary domains and learning objectives\n# Background and rationale\n## Climate change as a key societal problem\n## Lack of consensus and educational deficits\n# Project establishment and aims\n## “The Climate Change Before the Court”\n## Teaching criteria and implementation strategies","[{\"question\":\"What is the main focus of the three-year curriculum innovation project?\",\"answer\":\"The project focuses on curriculum innovation and research for teaching about climate change using a socio-critical approach across multiple school subjects and learning domains.\"},{\"question\":\"Which teaching domains and educational objectives are addressed?\",\"answer\":\"It works across biology, chemistry, physics, and politics, aiming to foster students’ communication and evaluation abilities as part of general educational goals for societal participation.\"},{\"question\":\"How is Participatory Action Research used in the project?\",\"answer\":\"Participatory Action Research operates as a collaborative, cyclical strategy that combines curriculum innovation with accompanying research and reflection on results and methodology.\"}]","Innovating Science Teaching by Participatory Action Research - Reflections from an Interdisciplinary Project of Curriculum Innovation on Teaching about Climate Change | PDF",1792086129]