氣候變遷為一跨學科的當代社會性科學議題，由於它在時間與空間尺度上的抽象性與複雜性，使其適合作為發展學生科學素養的題材。近年來，已有愈來愈多的國家將氣候變遷或相關主題納入課程；臺灣的新版課程綱要更將氣候變遷之影響與調適訂為自然領域跨科概念的次主題之一。儘管此議題具有重要性與急迫性，但在教學實踐上卻仍缺乏清晰的指引。無論是普羅大眾抑或在校學生，甚至學校教師都可能對此議題相關內容存有迷思概念。而氣候變遷議題教學不應僅止於理解，更需要轉化為行動。由於覺察是產生行動的起點，本研究欲瞭解何種教學介入與課程脈絡能促使學生覺察氣候變遷，為此而搜尋美國教育部教育資源資訊中心所提供之國家級教育學書目資料庫（Education Resources Information Center ［ERIC］），分析49篇中學階段以氣候變遷為教學主題之實徵研究。本文呈現中學階段氣候變遷議題教學的研究趨勢，並由分析結果提出教學介入與課程脈絡的建議：採用諸如制定行動計畫、專題研究或實地考察等讓學生得以直接經驗氣候變遷的教學介入，有助於他們覺察氣候變遷；相較於以地區性或全球性氣候變遷為課程脈絡者，課程脈絡含有與學生關係較為密切的個人選擇，能同時提升學生對氣候變遷的認識與覺察。而如何將科學本質的培育納入氣候變遷教育的規劃，則是未來科學教育者可以再繼續努力的方向。

Climate change is an interdisciplinary and socio-scientific contemporary issue. Due to the complexity, abstraction, and criticality of climate change, it is a good theme for science researchers to develop students' scientific literacy. Over the last few years, more and more countries have brought climate change or related topics into curriculum frameworks. In Taiwan, climate change is subsumed a subtopic of interdisciplinary concept in science curriculum framework. Although it is an important issue, there is still no clear teaching guideline. Laypeople, students, and teachers may hold misconception of this issue. However, teaching climate change should be not only about facts and understanding, but also about behavior. Because awareness is the first step of behavior, we want to clarify what kinds of instructions and contexts could promote awareness. For this purpose, we searched Education Resources Information Center (ERIC) database and reviewed 49 related researches on teaching climate change in secondary education. Here, we showed the research trends of teaching climate change in secondary education, and brought a suggestion of teaching strategies and contexts. We found, firstly, studies used direct experiences, such as carrying out action plan, project-based learning, participating in a field trip, as teaching approaches that could not only facilitate understanding about climate change but also enable students to aware of climate change. Furthermore, professional consulting, role-playing, and demonstration may promote comprehension as well as perception. Secondly, the association between selected contexts for learning climate change and student learning outcomes indicated that comparing to local or global contexts, using personal contexts, such as transportation, home energy and appliance, food, or personal purchases, may enhance both understanding and awareness. Finally, we suggest that science educators could pay more attention to cultivate students' adequate understanding of the nature of science in planning climate change education.

中等教育 ； 全球暖化 ； 氣候變遷

Secondary Education ； Global Warming ； Climate Change