Integration of Climate Change in Teaching Science, Technology, and Society (STS): Trends and Issues

Abstract

This study aimed to know the trends and issues of climate change integration in science teaching, specifically in GE 5 (Science Technology and Society). The qualitative method was utilized in this study through the in-depth interview of fourteen (14) participants, as well as document analysis. Results revealed that teachers used experiential learning as the current trend in climate change integration; while the major issue was about the insufficient preparation to integrate climate change in the subject. Conclusively, teachers used innovative strategies and faced various concerns in integrating climate change to GE 5 (Science, Technology, and Society). It is then recommended that a training proposal are needed to enhance teacher’s integration level, and further study to the identified issues to effectively teach the topics and avoid problems in integrating climate change.