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<p>Global issues are characterised by factual, ethical, and moral complexity, as well as by the controversies associated with them. Addressing learners’ beliefs of such topics poses particular challenges for teachers. While learners’ beliefs have long been empirically investigated in mathematics and science education, little is known how teachers address inter- and transdisciplinary global issues. In this study, planning and reflection interviews were conducted with 30&#xa0;lower secondary school teachers from various social and natural science subjects in the German-speaking part of Switzerland and analysed using qualitative, typology-building content analysis. From this, four types of process descriptions were identified, each representing an approach to dealing with learners’ beliefs of global issues. The typology provides starting points for the development of adaptive teaching and learning formats in teacher education and in classroom practice.</p>

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‚Ich kann eine Vorstellung von Jugendlichen nicht ändern.‘ – Eine Typologie der Prozessbeschreibungen von Lehrpersonen im Umgang mit Lernendenvorstellungen zu globalen Belangen

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月28日

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  • Fabio Schmid,
  • Stefanie Rinaldi,
  • Markus Rehm,
  • Hendrik Lohse-Bossenz,
  • Rahel Niklaus,
  • Janine Kaeser

摘要

Global issues are characterised by factual, ethical, and moral complexity, as well as by the controversies associated with them. Addressing learners’ beliefs of such topics poses particular challenges for teachers. While learners’ beliefs have long been empirically investigated in mathematics and science education, little is known how teachers address inter- and transdisciplinary global issues. In this study, planning and reflection interviews were conducted with 30 lower secondary school teachers from various social and natural science subjects in the German-speaking part of Switzerland and analysed using qualitative, typology-building content analysis. From this, four types of process descriptions were identified, each representing an approach to dealing with learners’ beliefs of global issues. The typology provides starting points for the development of adaptive teaching and learning formats in teacher education and in classroom practice.