Core of Sustainability Education: Bridging Theory and Practice in Teaching Climate Science to Future Mathematics and Physics Teachers

Alessandro Salmoiraghi, Andrea Zamboni, Stefano Toffaletti, Marco Di Mauro (), Massimiliano Malgieri, Camilla Fiorello, Pasquale Onorato and Stefano Oss
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Alessandro Salmoiraghi: Department of Physics, University of Trento, Via Sommarive 14, 38123 Trento, Italy
Andrea Zamboni: Department of Physics, University of Trento, Via Sommarive 14, 38123 Trento, Italy
Stefano Toffaletti: Department of Physics, University of Trento, Via Sommarive 14, 38123 Trento, Italy
Marco Di Mauro: INFN Sezione di Roma, Piazzale Aldo Moro 2, 00185 Roma, Italy
Massimiliano Malgieri: Department of Physics, University of Pavia, Via Bassi 6, 27100 Pavia, Italy
Camilla Fiorello: Department of Physics, University of Trento, Via Sommarive 14, 38123 Trento, Italy
Pasquale Onorato: Department of Physics, University of Trento, Via Sommarive 14, 38123 Trento, Italy
Stefano Oss: Department of Physics, University of Trento, Via Sommarive 14, 38123 Trento, Italy

Sustainability, 2025, vol. 17, issue 11, 1-31

Abstract: We present a thoughtfully curated collection of laboratory demonstrations, simulations, and straightforward experiments that explore the fundamental processes underlying greenhouse effect (GHE), climate, atmospheric physics, and Earth’s energy balance. The objective is to connect theory and practice in climate science education and address common student misconceptions. The activities are structured to guide students in constructing simple models of Earth’s radiative equilibrium. Experimental activities cover essential concepts such as the electromagnetic spectrum, radiation–matter interaction, thermal radiation, and energy balance. Physical experiments include visualizing the spectrum with a homemade spectroscope and an infrared (IR) thermal camera, studying absorption and selective transparency when light interacts with different materials, measuring the power emitted by a heated filament, and using simple models, such as black and white discs or a leaking bucket, to understand radiative equilibrium and steady states. This sequence was piloted in a physics education laboratory class with 85 university students enrolled in mathematics and physics courses for future teachers. To assess comprehension improvement, pre- and post-tests involving the production of drawings and explanations related to the GHE were administered to all students. These activities also aim to promote critical thinking and counter climate misinformation and denial. The results showed a significant improvement in understanding fundamental GHE concepts. Additionally, a small subset of students was interviewed to explore the psychological and social dimensions related to the climate crisis.

Keywords: climate education; greenhouse effect; global warming (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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