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: CEPS journal, 1 (2011) 1, S. 93-112Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
URN	urn:nbn:de:0111-opus-65347
Schlagwörter	Aktionsforschung; Schule; Curriculum; Curriculumentwicklung; Lehrplan; Lehrstoff; Unterricht; Biologieunterricht; Chemieunterricht; Fächerübergreifender Unterricht; Klima; Klimawandel; Naturwissenschaftlich-technischer Unterricht; Physikunterricht; Partizipation; Politische Bildung; Innovation
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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/1