Die Darstellung von (Un-)Sicherheiten zum Thema Klimawandel in Schulbuchtexten für den Geografieunterricht

Abstract

Werden gesicherte Erkenntnisse sowie Unsicherheiten zum Thema Klimawandel in Schulbüchern adäquat kommuniziert und bilden sie den aktuellen Diskurs ab? Im Rahmen der Studie werden Klimawandelkapitel in Schulbüchern analysiert und Vorschläge zu Gestaltung und Struktur von Schulbüchern entwickelt. Uncertainties are transparently presented and communicated in the Assessment Reports from the Intergovernmental Panel on Climate Change (IPCC). This study examines the extent to which textbooks reflect this discourse, in the sense of the Nature of Science. The aim is to identify the representation of both virtually certain findings and uncertainties on the topic of climate change in textbooks. For this purpose, climate change chapters in lower and upper secondary school geography textbooks were analyzed, using qualitative content analysis with deductive-inductive category formation according to Philipp Mayring. It was discovered that uncertainties are represented predominantly by linguistic means (e. g., subjunctive), while technical terminology (such as that of the IPCC) is hardly used. Similar results can be seen for virtually certain findings.