The energy concept and its relation to climate literacy

authored by

Dirk Mittenzwei, Till Bruckermann, Jeffrey Nordine, Ute Harms

Abstract

Climate change is one of the most significant socio-scientific challenges of this century. To address this challenge, people need to be empowered to assess information about climate change and make informed decisions. Both aspects are covered by the concept of climate literacy. Many phenomena in the context of climate change, such as the greenhouse effect, are based on energy related processes. Thus, we assume that for dealing with climate change in education the understanding of the energy concept is essential. Although curricula across the globe have strengthened efforts to support teaching the energy concept, most learners struggle to develop a deep understanding of energy. To examine the current state of research in science education concerning the relationship between the understanding of climate change and the energy concept, we conducted a systematic literature review. This research summarizes and discusses previous findings regarding the extent to which learners use the energy concept to explain the causes and consequences of climate change, whether energy knowledge is a prerequisite for understanding climate change and to what extent knowledge of energy influences the intention to engage in activities to reduce climate change and its impacts.

External Organisation(s)

IPN - Leibniz Institute for Science and Mathematics Education at Kiel University

Type

Article

Journal

Eurasia Journal of Mathematics, Science and Technology Education

Volume

15

Pages

1-18

No. of pages

18

ISSN

1305-8223

Publication date

15.03.2019

Publication status

Published

Peer reviewed

Yes

Sustainable Development Goals

SDG 13 - Climate Action

Electronic version(s)

https://doi.org/10.29333/ejmste/105637 (Access: Open)