Abstract This paper reviews university-level efforts to improve understanding of anthropogenic global climate change (AGCC) through curricula that enable student scientific inquiry. We examined 152 refereed publications and proceedings from academic conferences and selected 26 cases of inquiry learning that overcome specific challenges to AGCC teaching. This review identifies both the strengths and weaknesses of each of these case studies. It is the first to go beyond examining the impact of specific inquiry instructional approaches to offer a synthesis of cases. We find that inquiry teaching can succeed by concretising scientific processes, providing access to global data and evidence, imparting critical and higher order thinking about AGCC science/policy and contextualising learning with places and scientific facts. We recommend educational researchers and scientists collaborate to create and refine curricula that utilise geospatial technologies, climate models and communication technologies to bring students into contact with scientists, climate data and authentic AGCC research processes. Many available science education technologies and curricula also require further research to maximise trade-offs between implementation and training costs and their educational value.

中文翻译：

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人为全球气候变化 (AGCC) 大学级教学通过学生探究

摘要 本文回顾了大学层面的努力，以通过支持学生科学探究的课程来提高对人为全球气候变化 (AGCC) 的理解。我们审查了来自学术会议的 152 篇参考出版物和论文集，并选择了 26 个克服 AGCC 教学特定挑战的探究性学习案例。本综述确定了每个案例研究的优点和缺点。它是第一个超越检查特定探究教学方法的影响以提供案例综合的方法。我们发现探究式教学可以通过具体化科学过程、提供对全球数据和证据的访问、传授关于 AGCC 科学/政策的批判性和更高层次的思考以及将学习与地点和科学事实联系起来来取得成功。我们建议教育研究人员和科学家合作创建和完善利用地理空间技术、气候模型和通信技术的课程，让学生接触科学家、气候数据和真实的 AGCC 研究过程。许多可用的科学教育技术和课程也需要进一步研究，以最大限度地权衡实施和培训成本与其教育价值之间的关系。