Identifying Preservice Science Teachers’ Approaches to Teaching Climate Change in the Science Classroom – Strengths and Limitations

Abstract

This study investigates preservice science teachers’ teaching approaches to climate change. The empirical material consists of teaching sequences designed by preservice science teachers, which were analyzed for similarities in key teaching decisions, including learning goals, content, teaching methods, and their justifications. Using thematic analysis, teaching sequences were grouped according to these similarities, with each group constituting one analytic theme, here referred to as a teaching approach. Analysis of texts written by 12 preservice teachers in a microteaching assignment for grades 7–12 identified four approaches: Scientific Concepts , Students’ Lifeworld , Societal Insight , and Creative Vision . Hence, from the same instructions, the preservice teachers developed four distinct approaches, revealing plural, coherent ways of managing climate change education. We discuss strengths, limitations, and typical misalignments across the approaches, in dialogue with three visions of scientific literacy. Based on the findings, we argue that teacher education should prioritize developing professional judgment and a repertoire of pedagogical possibilities, rather than prescribing a single best practice.