Understanding and dealing with a genuine problem like climate change is a challenge for society and the world. Here, climate change is understood as the changes in earth systems, global warming and shifts in planetary boundaries. In this context, climate change is not just a contemporary problem, but also a problem for the future with. Thus, it could be regarded as a super-complex problem (Andersson et al., 2019) or a wicked problem (Rittel & Webber, 1973) since it brings predicaments for all! Hence it is highly relevant for school and geography teaching. _x000D_
This presentation will draw on preliminary results from a study on teachers’ curriculum thinking when planning teaching climate change. The presentation will also include the rigging of the study (in-service and practice-based design) and a description of data collection (interviews, imaginary-maps)._x000D_
The study and the preliminary results will be discussed in relation to the complexity of geography teaching, such as geographical analyses and geographical thinking (Nilsson &Bladh, 2022). Further, I will relate this to the Swedish Geography curriculum (Skolverket, 2022). Finally, I will connect my study to the discussion of Anthropocene as a challenge of curriculum thinking. _x000D_
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References:_x000D_
Andersson, K., Hylander, F., & Nylén, K. (2019). Klimatpsykologi. Hur vi skapar hållbar förändring. Natur & Kultur. _x000D_
Nilsson, S., & Bladh, G. (2022). Thinking Geographically? Secondary Teachers’ Curriculum Thinking when Using Subject-Specific Digital Tools. Nordidactica: Journal of Humanities and Social Science Education(2022: 3), 171–203. _x000D_
Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy sciences, 4(2), 155–169. https://doi.org/10.1007/BF01405730 _x000D_
Skolverket. (2022). Kursplan i geografi (Lgr22). Skolverket. _x000D_
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Sofie Nilsson
Karlstad university

 
ID Abstract: 893