Innovating Science Teaching by Participatory Action Research--Reflections from an Interdisciplinary Project of Curriculum Innovation on Teaching about Climate Change

Autor/inn/en	Feierabend, Timo; Eilks, Ingo
Titel	Innovating Science Teaching by Participatory Action Research--Reflections from an Interdisciplinary Project of Curriculum Innovation on Teaching about Climate Change
Quelle	In: Center for Educational Policy Studies Journal, 1 (2011) 1, S.93-112 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1855-9719
Schlagwörter	Action Research; Participatory Research; Reflection; Interdisciplinary Approach; Climate; Curriculum Development; Educational Innovation; Science Education; Research Methodology; Teaching Methods; Science Teachers; Foreign Countries; Biology; Chemistry; Physics; Politics; Germany + Suchen Sie Ihr Suchwort? Projektforschung; Forschungstätigkeit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Klima; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Instructional innovation; Bildungsinnovation; Naturwissenschaftliche Bildung; Research method; Forschungsmethode; Teaching method; Lehrmethode; Unterrichtsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Biologie; Chemie; Physik; Politik; Deutschland
Abstract	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. (As Provided).
Anmerkungen	University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: http://www.cepsj.si/doku.php?id=en:cepsj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01