Abstract There is extensive evidence showing that the climate system is warming and human behavior is linked to the change. Despite increasing attempts to integrate climate change into school curricula, teachers have challenges in preparing and implementing climate change lessons. The study aims to look at (a) the kinds of wondering questions middle school students construct after they are engaged in a climate change activity called ‘It’s a Gassy World’ and (b) what teachers highlight in their reflections on these questions to improve their teaching. In this multi-case explorative study, the data comes from student artifacts, teachers’ written reflections, and semi-structured conversational interviews with teachers. A constant-comparative analysis of students’ wondering questions (N = 165) showed that the nature of the questions varies. These were grouped under three different categories: direct observation, interdisciplinary connections, and future projections questions. We then analyzed five teachers’ written reflections and interviews from a cultural historical activity theoretical perspective. This analysis revealed that teachers paid particular attention to certain tools (physical and conceptual), norms (epistemic and teaching), emotions, and division of labor routines in classrooms. We discuss how students’ wondering questions help teachers notice essential features of climate change learning such as spatiotemporal thinking.

中文翻译：

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“这是一个充满气体的世界”：从学生的疑惑问题开始，为气候变化教育提供信息

摘要 有大量证据表明气候系统正在变暖，人类行为与变化有关。尽管越来越多地尝试将气候变化纳入学校课程，但教师在准备和实施气候变化课程方面仍面临挑战。该研究旨在研究 (a) 中学生在参与名为“这是一个充满气体的世界”的气候变化活动后提出的各种奇怪问题，以及 (b) 教师在对这些问题的反思中强调什么，以提高他们的能力教学。在这项多案例探索性研究中，数据来自学生的人工制品、教师的书面反思以及与教师的半结构化对话访谈。对学生疑惑的问题 (N = 165) 的持续比较分析表明，问题的性质各不相同。这些被分为三个不同的类别：直接观察、跨学科联系和未来预测问题。然后我们从文化历史活动理论的角度分析了五位教师的书面反思和访谈。该分析表明，教师特别关注课堂中的某些工具（物理和概念）、规范（认知和教学）、情感和分工。我们讨论学生的疑惑问题如何帮助教师注意气候变化学习的基本特征，例如时空思维。该分析表明，教师特别关注课堂中的某些工具（物理和概念）、规范（认知和教学）、情感和分工。我们讨论学生的好奇问题如何帮助教师注意气候变化学习的基本特征，例如时空思维。该分析表明，教师特别关注课堂中的某些工具（物理和概念）、规范（认知和教学）、情感和分工。我们讨论学生的好奇问题如何帮助教师注意气候变化学习的基本特征，例如时空思维。