Cambiamenti climatici e insegnamento/apprendimento della Fisica: Una proposta didattica

From more than 10 years, the European Union recommends significant reforms for science teaching at school in order to include environmental issues in the scientific curricula. As Osborne and Dillon argue in an important European Report (Science Education in Europe: Critical Reflections. A Report to the Nuffield Foundation, 2008), although climate change is one of the five major problems facing humanity in the coming century, there is still little emphasis within the science curriculum on discussion or analysis of environmental issues. In this paper a pilot study is presented and discussed. It focuses on the issue of climate change (global warming and the greenhouse effect) carried out with secondary school students as part of the Italian National Project for Scientific Degrees (Piano Nazionale Lauree Scientifiche). During the pilot study some data on students’ reactions to the materials were collected. The data were analyzed with the aim of gathering feedback and planning a teaching experiment in a real classroom context, on the basis of the obtained results.