Strategies to Train Climate Change Issue-Oriented Teaching Skills for Pre-Service Science Teachers

Climate change is an important issue for pre-service science teachers to understand and they must be able to design and implement learning that is appropriate and supports its understanding. This study aims to design a pedagogical framework to train teaching skills oriented toward climate change issues for pre-service science teachers. The research method uses literature review research with the following steps: i. Identification of topics and problems, ii. Literature search and collection, iii. Evaluation and selection of literature, iv. Analysis of literature, v. Synthesis of study results, and vi. Preparation of conclusions and implications. The results of this study are in the form of climate change issue-oriented teaching skills with these steps: i. Improvement of Scientific Knowledge, ii. Development of Pedagogical Skills, iii. Use of Technology and Digital Media, iv. Environmental Value-Based Education and Social Action, and v. Evaluation and Reflection. Conceptually, the pedagogical framework can train climate change issue-oriented teaching skills for pre-service science teacher candidates.