Climate change is one of the most significant socio-scientific challenges of this century. To address this challenge, people need to be empowered to assess information about climate change and make informed decisions. Both aspects are covered by the concept of climate literacy. Scientific research on climate change centers on energy. Thus, we assume that for dealing with climate change in education the understanding of the energy concept is essential. Although curricula across the globe have strengthened efforts to support teaching the energy concept, most learners struggle to develop a deep understanding of energy. To examine the current state of research in science education concerning the relationship between the understanding of climate change and the energy concept, we conducted a systematic literature review. This research summarizes and discusses previous findings regarding the extent to which learners use the energy concept to explain the causes and consequences of climate change, whether energy knowledge is a prerequisite for understanding climate change and to what extent knowledge of energy influences the intention to act climate friendly.
Titel in ÜbersetzungThe Energy Concept and its Relation to Climate Literacy
ZeitschriftEurasia Journal of Mathematics, Science and Technology Education
Seiten (von - bis)1-18
PublikationsstatusVeröffentlicht - 15.03.2019


ID: 894306