Geography teachers PCK according to climate change - match between beliefs and reality?

Research output: Contribution to conference without a publisher/journalPosterResearchpeer-review


The aim of this study is to uncover differences or similarities between Geography teachers’ own perception of their Pedagogical Content Knowledge (PCK) in relation to teaching weather formation and climate change and how they actually perform “in-action” in the lower secondary school. The concept of Pedagogical Content Knowledge is understood as an amalgam of Subject Matter Knowledge (SMK), Pedagogical Knowledge (PK) and Knowledge of Context (KofC).
There will be presented results from interviews and observations from eight lower secondary Geography teachers and from a questionnaire send to Geography teachers at 80 schools (app. 300 teachers) evenly distributed in the region of Middle Jutland, Denmark. The data from the questionnaire will be triangulated with the interviews and compared with the classroom observations. Preliminary results based on interviews with eight teachers show, that teachers with a strong academic profile in Physical Geography and natural science are more familiar to teach about weather formation in connection to teaching climate change, than Geography teachers with a strong academic profile in Human Geography and social science. The teachers orientated against Human Geography put more emphasis on the problem-oriented/discursive aspects e.g. how climate change affects peoples’ living conditions - some of them neglecting parts of the curriculum focusing on weather formation.
Observations of the teachers “in-action” will take place during the spring of 2015.
Original languageEnglish
Publication date2015
Publication statusPublished - 2015
EventConference of the European Science Education Research Association - Helsinki, Finland
Duration: 31 Aug 20154 Sept 2015
Conference number: 11th


ConferenceConference of the European Science Education Research Association


  • natural science

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