Climate change (CC) has widespread impacts on human and natural systems and thus threatens the future of contemporary youths. Only a few studies on climate change education (CCE) have been published in Finland, and no research has been conducted on upper secondary education. Thus, this study investigated Finnish university students’ views on CCE in upper secondary schools. According to them, the most common goals in CCE are increasing and structuring knowledge, developing thinking skills, and encouraging action both today and in the future. The respondents considered preconceived notions and opinions stemming from their inner circles, the media, and social debate to be the most difficult factor in teaching about CC. CCE was perceived to provide either a weak or relatively weak capacity to follow a climate-friendly lifestyle. By increasing and diversifying teaching and strengthening multidisciplinarity, climate-friendly lifestyles can be improved. The respondents’ views on current and future CCE differed most clearly concerning motivation and inclusion, which are not prevalent in contemporary teaching. The results indicate, however, that the university students were motivated to increase and develop CCE, and according their answers, their own capacity to address different aspects of CCE was relatively good.

Tässä kvalitatiivisessa tutkimuksessa selvitettiin biologian ja maantieteen opetuksessa käytettyjä ilmastonmuutosta koskevia opetusmenetelmiä ja niiden tukemista tiedon ja ajattelun tasoista. Tutkimuskysymyksiksi muodostuivat: 1) Mitä ilmastonmuutoksen oppimista edistäviä opetusmenetelmiä biologiassa ja maantieteessä käytetään? 2) Millaisia oppilaiden tiedon ja ajattelun tasoja ilmastonmuutoksen opetuksessa käytetyt opetusmenetelmät tukevat? Tutkimukseen valikoitui 14 kansainvälistä tieteellistä artikkelia (N=159). Valinnan kriteereinä olivat: oppisisältö, julkaisuvuodet 2000–2019 sekä kohderyhminä peruskoululaiset ja lukiolaiset. Lisäksi artikkelissa tuli olla ainakin yksi opetusmenetelmä. Opetusmenetelmät tutkittiin aineistolähtöisellä sisällönanalyysillä. Opetusmenetelmien tukemia tiedon ja ajattelun tasoja analysoitiin teoriaohjaavalla sisällönanalyysillä. Sekä biologiassa että maantieteessä yleisimpiä opetusmenetelmiä olivat tutkiva oppiminen, ongelmanratkaisu, ryhmätyöt ja opettajakeskeiset opetusmenetelmät. Maantieteessä käytettiin biologiaa monipuolisemmin erilaisia ilmastonmuutoksen opiskelua edistäviä opetusmenetelmiä. Opetusmenetelmät tukivat korkeampia tiedon ja ajattelun tasoja harvemmin kuin alempia. Osa käytetyistä opetusmenetelmistä mahdollistaa omien kokemusten jakamisen ja päättelyn ryhmässä, mikä tukee opiskelijoiden oman ajattelun ymmärtämistä ja kriittistä ajattelua.   Teaching methods used in biology and geography concerning climate change education Abstract The aim of this study was to investigate the teaching methods used in biology and geography concerning climate change education (CCE) and about their level of knowledge and thinking skills. The research questions were: (1) What kind of teaching methods were used in biology and geography to enhance CCE and (2) How do teaching methods support the levels of knowledge and thinking skills of students. This qualitative study focused on articles of biology and geography teaching and CC. Articles for the analyses were sourced from scientific databases using search terms e.g. CC, and teaching methods. All searches were based on the following criteria: international peer reviewed articles published 2000–2019; articles concerning teaching methods regarding CC; and the target group being 12-18-year-old students. 14 articles (N=159) filled the criteria. Teaching methods were analyzed by material-based content analysis and the levels of knowledge and thinking supported by the teaching methods by theory-guided content analysis. The levels of knowledge and thinking supported by these teaching methods were analyzed using theory-guided content analysis. Results show that both in biology and geography, enquiry-based learning, problem-based learning, group work and teacher-centred methods were used most often. In geography, the methods supporting CCE varied more than in biology teaching. The higher levels of the knowledge and thinking skills were supported more seldom than the lower ones. The results of this study are meant to be implicated in supporting teaching of the CC. Some of the teaching methods used allow for the sharing of individual’s own experiences and reasoning in the group, which in turn support students’ understanding of their own thinking and critical thinking and which are the key features in discussing problems such as climate change. Keywords: climate change, level of knowledge, level of thinking skills, teaching method