Advancing Scientific Literacy in Climate Change Education through Collaborative
Evidence-Based Approaches
DOI :
https://doi.org/10.23882/rmd.25295Mots-clés :
Scientific Literacy, Climate Change Education, Collaborative LearningRésumé
Promoting students' scientific literacy in the context of climate change requires effective, evidence-based educational strategies. This paper explores the collaborative efforts among scientists, science educators, schools, and society to enhance understanding of current scientific evidence, innovations, and constructive hope. Since 2010, Finland has implemented a holistic approach to climate change education through the LUMA (STEM) network, engaging students and teachers in formal, nonformal, and informal educational activities. Personalized learning, such as using students' questions as a starting point, and the co-design approach within design-based research, have proven effective in fostering meaningful collaboration and engagement. This paper also introduces a model of scientific literacy tailored to climate change education, emphasizing the importance of integrating novel scientific knowledge, processes, thinking, and the relationship between science, technology, and society at the students’ level through collaborative efforts.
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