What knowledge do different experts think should be taught about climate change in compulsory school science?:Results from a Delphi study

Recent research in science education has focused on the question of what ought to be taught about climate change in secondary school science. Whilst previous studies have focused on the science educational literature, and the views of policymakers, teacher educators, and teachers, less attention has been given to climate scientists and youth climate activists. This study addresses this gap by gathering the perspectives of 38 experts - experienced science teachers, climate scientists, and youth climate activists - on what ideas about climate change should be taught in compulsory science education. Using a three-round Delphi method, 45 knowledge statements were identified and organised into a coherent ‘story model’ for teaching climate change in school science. The model begins with the human drivers of climate change, before explaining the scientific mechanisms and processes that produce immediate impacts and future risks. The model incorporates the scientific consensus and evidence for these three aspects, linking them to future projections which link to knowledge of affective elements, action, adaptation, and mitigation in relation to climate policy and climate justice. The model integrates knowledge of scientific evidence with values, attitudes, and action, offering a means for justice and action to be taught alongside core scientific content. This provides students with an understanding of not only the complexity of the climate system but also the interaction between Earth systems, climate change, and society.