Developing Climate Change Education Through Intergenerational Dialogue and Pedagogical Content Knowledge

人类引起的气候变化正在对生态系统造成广泛的破坏，影响到地球上数十亿人的生命。儿童和年轻人中的焦虑和不满情绪正在增长，他们有权为正义创造氛围，并有权拥有一个不会被偷走的未来。苏格兰政府已经认识到教育在应对气候变化中的关键作用。然而，当谈到教授这个有争议的话题时，教师们感到没有人支持，学生们要求在他们的气候变化教育(CCE)中有突出的发言权。作为回应，这项研究将利用代际对话来辨别教师在教授气候变化时需要知道什么和做什么。它为解决整个学校生活中的CCE问题提供了及时和创新的贡献。采取以权利为基础、参与性和以学校为中心的方法，中小学学生和教师之间的对话将有助于了解如何发展教师的能力。总体目标是在卓越课程中改进可持续学习的这一方面，以便教师、学生和社区发展理解、应对和适应这一全球紧急情况所需的知识和技能。SGSSS公开竞争研究提案2022/23 v1 3成果和影响将有助于在可持续发展学习方面提供更有效的课程，改善学校文化，提高学校社区和校园对不断变化的气候的应变能力和适应能力。这项研究将导致在这一领域的教师学习和专业发展的循证知情的方法。

Human-induced climate change is causing extensive disruption to ecosystems, affecting billions of lives across the planet. Anxiety and dissatisfaction are growing amongst children and young people, who have the right to climate justice and to a future that is not stolen from them. The Scottish Government has recognised the critical role of education in the fight against climate change. Yet, teachers feel unsupported when it comes to teaching about this controversial topic, and students are demanding a prominent voice in their climate change education (CCE).In response, this research will use dialogue between the generations to discern what teachers need to know and do when teaching climate change. It offers a timely and innovative contribution to address CCE across the life of the school. Taking a rights-based, participatory and school-centredapproach, dialogue between students and teachers in primary and secondary schools will help tounderstand how teachers' capabilities can be developed. The overarching aim is to improve this aspect of Learning for Sustainability in the Curriculum for Excellence so that teachers, students, and communities develop the knowledge and skills needed to understand, respond and adapt to this global emergency. SGSSS Open Competition Research Proposal 2022/23 v1 3Outcomes and impacts will help lead to more effective curriculum provision in Learning for Sustainability, improving school cultures, resilience and adaptability across the school communityand campus with respect to a changing climate. The research will lead to an evidence-informed approach to teachers' learning and professional development in this area.