Dr Keith Skamp

Human-induced climate change is supported by scientific data (CSIRO, 2024), but the Intergovernmental Panel on Climate Change (IPCC, 2023) states that the pace and
scale of climate action are insufficient to address climate change. Therefore, we are calling for courageous political leadership, clear planning, and proper resourcing to
improve how climate change is taught in Australian classrooms. This call to action is directed to education policymakers, school systems, teacher unions, and teacher
professional associations, because strong action is needed across the whole system to guide national direction and to build teachers’ skills and confidence.

This paper, the third in a series on Earth System Science Education, describes various pedagogical ways forward when science teachers are addressing the curriculum implications of the recent interdisciplinary field of Earth System Science (ESS). Parts I and II introduced the key ideas of ESS and the implications for the Australian Curriculum: Science (see Teaching Science 68.1 & 68.2 respectively). Part III outlines several research-informed pedagogies to help learners develop more scientific understandings of the Earth System and appropriate related abilities. We believe the suggested ESS additions, emphases and the recommended pedagogies could comprise one pathway toward a more comprehensive and confident Earth System literacy and a stronger engagement in the Earth and other sciences at every school level, and to the curriculum as a whole. Better-informed, sustainability decision-making and actions by students as today’s, and tomorrow’s, citizens are the hoped-for outcome.

This paper, the second in a series of three, explores the representation of Earth System Science (ESS) in the Australian Curriculum (ACARA, 2018a)) through the Cross Curriculum Priority area of Sustainability and the Australian Curriculum: Science (F–12), with a focus on F–10. Part I (in Teaching Science, 68.1) overviewed the current understandings of the Earth System and the relatively recent interdisciplinary field of Earth System Science (ESS). Here, in Part II, an analysis of the Cross Curriculum Priority area of Sustainability and the Australian Curriculum: Science (F–12) revealed that several key ESS understandings and system-thinking skills were present. How the most current ESS understandings and abilities could lead to a far deeper understanding of the Earth System are then considered and those that may need more attention from students and teachers are highlighted. Part III (in a forthcoming issue) outlines several research-informed pedagogies to help learners develop more scientific understandings of the Earth System, and appropriate related abilities. These Earth System goals and pedagogies needed to be considered in the ACARA review of the Australian Curriculum: Science and the Sustainability Cross Curriculum Priority area — to that end, this paper was submitted to the appropriate committees. We believe the suggested ESS additions and emphases could comprise one pathway toward a more comprehensive and confident Earth System literacy and a stronger engagement in the Earth and other sciences at every school level, and to the curriculum as a whole. Better-informed, sustainability decision-making and actions by students as today’s, and tomorrow’s, citizens is the hoped-for outcome.

This paper, presented in three parts, overviews the current understandings of the Earth System and the relatively recent interdisciplinary field of Earth System Science (ESS) from a school education perspective. The representation of ESS in the Australian Curriculum is explored through the Cross Curriculum Priority area of Sustainability and the Australian Curriculum: Science (F–12), although the focus is up to Year 10. Initially the most current ESS framework and concepts (Steffen et al. 2020) are introduced (Part I). In the first of two follow-up journal articles an analysis of the Sustainability Cross Curriculum Priority area and the Australian Curriculum: Science indicated that several key ESS understandings and systemthinking skills were present. How the most current ESS understandings and abilities could lead to a far deeper understanding of the Earth System are then considered and those that may need more attention from students and teachers are highlighted (Part II). The final article outlines several research-informed pedagogies to help learners develop more scientific understandings of the Earth System, and appropriate related abilities (Part III). These Earth System goals and pedagogies needed to be considered in the ACARA review of the Australian Curriculum: Science and the Sustainability Cross Curriculum Priority area — to that end, this paper was submitted to the appropriate committees. We believe the suggested ESS additions and emphases could comprise one pathway toward a more comprehensive and confident Earth System literacy and a stronger engagement in the Earth and other sciences at every school level, and to the curriculum as a whole. Better-informed, sustainability decision-making and actions by students as today’s, and tomorrow’s, citizens is the hoped-for outcome.

The major cause of climate change is increasing concentrations of atmospheric greenhouse gases (predominantly carbon dioxide, methane, nitrous oxide) – mainly a result of human actions – and this is an existential threat to Earth systems (International Panel on Climate Change (IPCC), 2014). From a science teaching perspective it might appear as if a simple solution to this issue is ensuring that students learn about the causes and effects of global warming and that humans are mainly responsible for what is occurring. Students, as tomorrow’s citizens, will then take appropriate pro-environmental action. Unfortunately, although there is longstanding evidence that a ‘basic’ knowledge about global warming does influence students’ concerns about climate change (e.g., see Lee et al., 2015), we know that for many people awareness and knowledge about the causes and effects of global warming does not translate into action (Kollmuss & Agyeman, 2002). The apparent pedagogical simplicity of a linear connection (knowledge leads to action) needs to be enhanced by more sophisticated educational pedagogies.

Teaching Primary Science Constructively helps readers to create effective science learning experiences for primary students by using a constructivist approach to learning. This bestselling text explains the principles of constructivism and their implications for learning and teaching. It also discusses core strategies for developing science understanding and science inquiry processes and skills. Chapters provide research-based ideas for implementing a constructivist approach within a number of content strands. Throughout there are strong links to the key ideas, themes and terminology of the revised Australian Curriculum: Science. Premium online teaching and learning tools are available on the MindTap platform. Learn more about the online tools cengage.com.au/mindtap