Näkökulmia kokonaisvaltaiseen luonnontiede- ja ilmastokasvatukseen: Katsomuksellisesti latautuneet ilmaisut fysiikan oppikirjoissa

Teaching scientific climate knowledge is an essential part of science education. Teaching about climate change should, however, take into account also more holistic aspects such as worldviews. There is little research on wordlviews in the context of climate and science education. The empirical case study focuses in particular on the worldview beliefs conveyed in physics textbooks. The analysis shows that despite their neutral, factual tone, textbooks contain manifestations of worldviews. The textbooks leave room for epistemic diversity, even if this is not explicitly emphasised in the text. The more normative stance of textbooks becomes apparent when comparing the emphasis of population growth, energy consumption and living standards in relation to environmental problems. Our findings support the idea that it is important for transformative climate education to identify and critically examine the ontological, epistemological, ethical and social assumptions within different school subjects.