Teaching Climate Change through Inquiry-Based Learning to Pre-Service Geography Teachers

A Case Study

Abstract

Education is key to addressing the climate crisis and Inquiry-Based Learning is a promising approach. Therefore, qualitative changes in selected constructs related to the teaching and learning of pre-service geography teachers at the University of Augsburg who participated in a seminar intervention with this focus were investigated. This explorative case study uses interviews, a group discussion, and written reflections. Main findings include an increased attribution to importance of IBL, the added value of characteristic implementation principles as well as an enhancement in students' epistemological beliefs and dispositions to act.