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<p>Climate change and sustainability are dominant buzzwords that characterise the lives of primary school children. In this study the concepts of primary school children on climate change and other ecological issues are analyzed. Fifteen group discussions with 79&#xa0;children aged between five and eleven were conducted and analyzed. The results show heterogeneous concepts of the children and already existing and still to be developed climate change-related concepts. The children talk about causes and characteristics, consequences and dealing with the consequences of climate change, as well as perspectives on their own future and that of future generations. The sometimes pessimistic concepts about the future and the frustration towards political leaders are striking. The results show how important current, socially debated topics are to children and offer starting points for aligning lessons with children’s concepts ant to establish ESD as a&#xa0;cross-sectional task and. The results are discussed regarding intergenerational justice and global interdependencies, the importance of interdisciplinary climate education and dealing with climate fears.</p>

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„Wenn die Welt Fieber hat, haben wir auch Fieber!“ – Grundschulkinder diskutieren über den Klimawandel

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月23日

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  • Sarah Désirée Lange,
  • Lisa Gutschik

摘要

Climate change and sustainability are dominant buzzwords that characterise the lives of primary school children. In this study the concepts of primary school children on climate change and other ecological issues are analyzed. Fifteen group discussions with 79 children aged between five and eleven were conducted and analyzed. The results show heterogeneous concepts of the children and already existing and still to be developed climate change-related concepts. The children talk about causes and characteristics, consequences and dealing with the consequences of climate change, as well as perspectives on their own future and that of future generations. The sometimes pessimistic concepts about the future and the frustration towards political leaders are striking. The results show how important current, socially debated topics are to children and offer starting points for aligning lessons with children’s concepts ant to establish ESD as a cross-sectional task and. The results are discussed regarding intergenerational justice and global interdependencies, the importance of interdisciplinary climate education and dealing with climate fears.