This internship is part of the PegCrit&Science project, situated within the fields of education sciences and science didactics, with a focus on critical thinking and climate change education. The project aligns with institutional strategies addressing climate change through sustainable development and social responsibility, in line with Europe 2030 objectives such as climate neutrality, social inclusion, and quality education.
From a research perspective, the project aims to strengthen investigations into science education for climate and societal transitions. It focuses on understanding learning processes and fostering critical thinking among students, particularly in teacher education. A key objective is to assess students’ scientific training and to design and test research-based pedagogical sequences. The project also addresses the spread of misinformation related to environmental and health issues. It examines classroom argumentative and epistemic practices that can promote scientific literacy, especially when dealing with socially relevant scientific issues such as climate change and public health.
Additionally, the project integrates climate and health education into biology teaching, highlighting the interconnections between biodiversity, climate systems, and human well-being. In terms of teaching and training, the project emphasizes preparing future teachers for the challenges of the 21st century. It promotes educational approaches grounded in human rights, socio-environmental justice, equity, and inclusion, aiming to develop educators who can act critically, ethically, and responsibly in the face of contemporary scientific, social, and climate challenges.
The CREAD is an interdisciplinary research unit dedicated to the study of education, learning, and didactic processes. Its activities focus on analyzing formal and informal educational contexts, developing innovative pedagogical practices, and understanding teaching and learning processes throughout the lifespan. The unit brings together researchers from various fields (education, psychology, sociology, didactics) and promotes research projects, training, and international collaboration.
Conduct literature reviews on climate change education, critical thinking, and science didactics. Assist in the design and development of research-based pedagogical materials and teaching sequences. Participate in data collection (e.g., classroom observations, surveys, or interviews with students and teachers). Analyze data related to students’ learning processes, argumentation, and critical thinking development. Contribute to reports, presentations, or publications, and support the dissemination of research results.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
