Kontroversen und Konsensus in der Klimabildung aus Perspektive der Geographiedidaktik: Bericht von einer Podiumsdiskussion

Melissa Hanke; Dana Graulich; Dirk Felzmann; Carolin Klüsener; Fabian Pettig; Alexandra Siegmund; Sandra Sprenger; Madelaine Uxa

Controversies and Consensus in Climate Education from the Perspective of Geography Education

Report from a Panel Discussion

Authors

Melissa Hanke University of Hamburg
Dana Graulich Heidelberg University of Education
Dirk Felzmann RPTU University Kaiserslautern-Landau
Carolin Klüsener University of Bremen
Fabian Pettig Universität Graz
Alexandra Siegmund Siegmund Space & Education gGmbH
Sandra Sprenger University of Hamburg
Madelaine Uxa University of Vechta

Keywords:

Climate education, geography teaching, ESD, transformative learning, responsibility

Abstract

This report of a discussion, held during the HGD Symposium 2024 in Karlsruhe, highlights both the importance of climate change education within geography education and teaching, as well as five selected areas of tension addressed during the discussion: (1) goals, (2) role of the students, (3) responsibility for climate action, (4) (un-)certainty, and (5) (inter-)disciplinary. The aim is to present the identified areas of tension and derive possible research desiderata discussed in this context.

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Published

2025-11-13

Issue

No. 9 (2025)

Section

Open the box

License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Controversies and Consensus in Climate Education from the Perspective of Geography Education: Report from a Panel Discussion. (2025). OpenSpaces - Zeitschrift Für Didaktiken Der Geographie, 9, 65-77. https://journals.uni-due.de/OpenSpaces/article/view/635

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