Teaching Climate Issues in Finnish Upper Secondary School Science Subjects

We claim in this chapter that the old scientific worldview, which emphasises ‘thinking and acting like natural scientists’, is no longer enough as a view to science and climate education. In particular, societal values as part of the worldview and thinking and acting responsibly become important. We analyse first in this chapter climate change and climate education as global challenges with no simple answers. Then we analyse climate education related curriculum aims and research on effective pedagogical approaches to climate education. Project-based learning (PBL) is recognised as a possible approach, which takes into account curriculum aims, especially both science- and society-related values and aims, and, moreover, research on pedagogical approaches. Therefore, we introduce PBL and give an example of a PBL in a classroom. This example is analysed based on the curriculum and research on climate education.