Abstract

The interactions of climate change and soils (ICCS) are scarcely examined in Climate Change Education (CCE). Analyzing the pre-conceptions of secondary school students (n = 421) reveals a high number of missing answers (48.2%), while residual participants responded with either medium (33.3%) or low (11.5%) complexity levels. The natural and the human sphere are scarcely interconnected and mentioned positive feedback effects indicate students’ spatial distance to the ICCS that occur in Alpine regions. In order to bridge these gaps with more elaborated and regional concepts, a careful consideration of ICCS content is urgently recommended for CCE.

摘要

气候变化教育 (CCE) 中很少研究气候变化与土壤的相互作用 (ICCS)。分析中学生 ( n = 421 ) 的先入之见揭示了大量的缺失答案 (48.2%)，而剩余的参与者则以中等 (33.3%) 或低 (11.5%) 的复杂程度做出回应。自然和人类领域几乎没有相互联系，并且提到的正反馈效应表明学生与发生在阿尔卑斯地区的ICCS的空间距离。为了通过更详细的区域概念弥合这些差距，迫切建议 CCE 仔细考虑 ICCS 内容。