Overview
Scenarios in climate education: Why is it important?
Now it’s time to present several specific IBL learning scenarios on Climate change. Designed and developed by ClimaTePD project partners, these scenarios aim to introduce the logic and the phases of structuring an inquiry process for Climate change in class. Your role now is to focus on the main phases of structuring the activities in phases and sub-phases
How can IBL scenarios can reflect teaching climate issues? How they can relate to your own classroom activities and topics? In this section we will investigate the ClimaTePD process, discovering some of the ClimaTePD IBL scenarios and presenting their structure, activities and goals.
In the next section, you will learn more specifically how you can use and adapt the selected scenarios in the context of your own classroom.
Learning Objectives
The learning objectives of module B.1 are set as follows:
To understand how Climate change issues can be transferred into an IBL teaching scenario
To understand how to apply IBL teaching scenarios in class
To explore several inquiry-based learning scenarios in STEM/ Social Science subjects
To understand how IBL scenarios can implement digital tools in classroom activities
How to work through the learning unit
This unit includes mainly autonomous work, in the form of readings / watching presentations and doing activities.
There is one synchronous activity with other teachers taking this course, which will be face-to-face or online (check the activity description).
As in previous units, at the end of the unit you will be required to do the evaluation
| A2: Tools & Methods for Climate Education | B2: Scenario Adaptation |
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