Learning to teach about climate change to grade six learners: A self-study

Abstract

Abstract This self-study explores the pedagogical journey of a teacher learning to teach climate change, specifically anthropogenic global warming, to Grade 6 learners. The problem this study addresses is the significant absence of explicit climate change coverage in the South African intermediate phase curriculum, despite the urgent need for early educational intervention to combat climate illiteracy. The research was grounded in the Topic-Specific Pedagogical Content Knowledge (TSPCK) framework and the self-study methodology. The study aimed to understand how a teacher could effectively learn to teach the complex science of climate change to young learners. The primary research question guiding the study was, "How did I teach learners to understand the complex science of climate change?" with sub-questions focused on appropriate content and effective teaching strategies. The participants in this study were Grade 6 learners in a specific classroom setting, while the primary participant and subject of inquiry was the teacher-researcher themselves. Data collection involved a qualitative research design utilizing document analysis, video recordings of lessons, and a reflective journal supplemented by discussions with a critical friend. This approach allowed for a deep, reflective exploration of teaching practices and professional growth. Key findings revealed a significant pedagogical transformation from teacher-centered to learner-centered methods. The study underscored the importance of continuous self-reflection and feedback from a critical friend in developing TSPCK. Furthermore, the findings highlight the effectiveness of using open-ended questions to foster critical thinking skills among learners. Based on these findings, the study recommends that educators shift towards learner-centered and interdisciplinary teaching methods for complex topics. It also emphasizes the crucial role of r eflective practice and professional support in developing effective pedagogical approaches to address curriculum gaps. The study ultimately advocates for climate change education as a vital tool for empowering young learners to become agents of change. The key words: Climate Change, Global Warming, Grade 6 Learners, Self-Study, Greenhouse Effect