Design and Implementation of STEM Teaching Modules for Students’ Climate Education

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Published: Apr 1, 2025
DOI: https://doi.org/10.12681/codiste.7766
Keywords:
climate education STEM teacher identity teacher identity development
Emily Michailidi
University of Crete
https://orcid.org/0000-0003-1094-9407
Athanasia Kokolaki
Eleni Botzaki
Charikleia Bitsaki
Kalliopi Zarmpa
Katerina Tsifetaki
Ioannis Xypolias
Christos Masouras
Nikos Kapelonis
Dimitris Stavrou
Abstract

ΧΧΧ project responds to the critical need for an integrated STEM teaching approach in the wake of accelerating climate change. In a first phase eight qualified science teachers (4 physics teachers and 4 primary teachers) collaborate with science education and climate science researchers to create integrated STEM modules on climate change. In a second phase, 27 in-service teachers will use these materials with the support of mentors to promote STEM teacher identity development through group mentoring. ΧΧΧ aims to provide insights into effective contexts and experiences for STEM teaching identity development, focusing on climate education.

Article Details
  • Section
  • 14th Panhellenic Conference of Didactics in Science Education
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