Journal
JOURNAL OF GEOGRAPHY
Volume 121, Issue 2, Pages 51-66Publisher
TAYLOR & FRANCIS INC
DOI: 10.1080/00221341.2022.2037011
Keywords
Soils; climate change education; pre-conceptions; systems thinking; learning setting
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The study examines the importance of interactions between climate change and soils (ICCS) in Climate Change Education (CCE). Analysis of secondary school students' pre-conceptions reveals a significant lack of knowledge in this area. Students' understanding of ICCS is low, with a spatial distance in their comprehension of ICCS occurring in Alpine regions. To address these issues, integrating more detailed and regional ICCS content is urgently recommended in CCE.
The interactions of climate change and soils (ICCS) are scarcely examined in Climate Change Education (CCE). Analyzing the pre-conceptions of secondary school students (n = 421) reveals a high number of missing answers (48.2%), while residual participants responded with either medium (33.3%) or low (11.5%) complexity levels. The natural and the human sphere are scarcely interconnected and mentioned positive feedback effects indicate students' spatial distance to the ICCS that occur in Alpine regions. In order to bridge these gaps with more elaborated and regional concepts, a careful consideration of ICCS content is urgently recommended for CCE.
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