Dialogical reflection on the nature of climate science : the teacher as facilitator

How can learners develop a more critical attitude towards climate-related misinformation? Helping learners to reflect about science in general and upon the construction of scientific knowledge about climate in particular is promising. After all, a focus on the epistemological aspects of climate science can stimulate learnersu8217 critical thinking and (informed) decision-making skills. One of the ways to strengthen learner reflection about science is by turning (student-)teachers into dialogue facilitators in reflective dialogues. The aim of this study is to examine the opportunities and challenges encountered by (student-)teachers and their experiences when engaging in the role of facilitator during these reflective dialogues about (climate) science with learners (14-18y). Through an Educational Design Research (2022-2024), we develop, implement, and evaluate a dialogical teaching method in several research cycles, together with a Professional Learning Community (PLC). This process resulted in the development of a guide with class activities for implementing the dialogical teaching method. Interviews with Flemish (student-)teachers demonstrate that this approach is both relevant and challenging: (student-)teachers feel supported by the didactic learning activities and the associated guidelines to facilitate open dialogues about climate misinformation. On the other hand, teachers feel uncertain about how to support reflective dialogues and find it hard to balance their role of facilitator with their role of expert.