ASE 2027 Annual Conference

This session aims to inspire and equip teachers to think beyond the science curriculum to integrate ways of knowing from science with those from other disciplines, which include philosophy, ethics and worldviews to tackle the challenge of climate change.  This supports the intention of the recent curriculum and assessment review, which aims to help learners understand that global challenges, both social and environmental require attention to scientific knowledge and cultural skills.  

I have taken this approach because as a science teacher of 20 years I realised we give children the scientific skills to tackle problems, but most challenges they will face are not ones that science alone can solve. I now work at the Faraday Institute for Science and Religion, a Cambridge based research and educational institute, where we take the approach that integrating ways of knowing from science with those that consider worldviews, philosophy, ethics helps respond to big questions in a more holistic manner enabling a more effective response. Using this approach, I developed this classroom resource on climate change to help children understand why not everyone is doing everything they can to combat it, as I have taught so many children the science of climate change and they don’t then understand why everyone is not doing everything they can to combat it. It draws on ideas from journals like national geographic and discussion with colleagues.

It will explore the nature of science, through a presentation helping teachers consider the power of science with their learners, but also the limits of science; like those of instruments, timelines, complex systems and the human element and how other ways of knowing, like those from RE, which considers world views, can be helpful for tackling our big questions, like climate change. It will then review the classroom resource on climate change and this will lead into a discussion of the opportunities and challenges of this approach.

It will give you ideas and resources to help learners to consider how an individual's world view can be more important in motivating them to act or not act in response to climate change than being presented with the science and how to respond to this constructively. This will help you manage topics that can open discussions that can be emotive and challenging, encouraging you to embrace this aspect of science learning and develop wider skills in your students; It will help learners to develop oracy and debating skills. It is suitable for learners from all phases, but specifically those at KS2 and 3, covering key parts of the curriculum, but will also appeal to teachers supporting students in extracurricular activities, like science debating clubs.