氣候變遷議題之跨領域教學: 教師觀點、知識轉化與教學實踐

Climate change presents a crucial global challenge. While Taiwan’s 12-year basic education curriculum guidelines have integrated climate change topics to empower teachers to incorporate them into their instruction, the inherent transdisciplinarity, complexity, and uncertainty of climate science pose significant challenges for frontline teachers. This study aimed to systematically explore teachers’ motivation, concerns, implementation status, and their perceptions of uncertainty in climate science, further analyzed the correlation between their concerns and these perceptions. The research framework is grounded in the Concerns-Based Adoption Model (CBAM), utilizing its three core diagnostic tools: Stages of Concern (SoC), Levels of Use (LoU), and Innovation Configurations (IC). In the initial phase, a questionnaire investigation was conducted to explore teachers’ primary concerns and perceptions of uncertainty in climate science. In the subsequent stage, in-depth interviews were employed to explore teachers’ motivations, promotion levels, and internal interpretations of uncertainty in climate science. Finally, class observations and interviews were utilized to investigate the specific configurations of their curriculum designs. This research developed a diagnostic framework for promoting climate change education. The findings not only reveal the perceptions and concerns of frontline teachers but also provide evidence-based strategic recommendations. These results serve as a critical reference for the design of professional development programs, ultimately enhancing the depth of practice in climate change education.