Inquiry-Based Learning scenarios about climate issues with gamification and digital tools

Abstract

This paper reports on the co-design and assessment of five digitally supported, inquiry-based learning scenarios about climate change to be used in secondary education. To that goal, the paper provides account of the conceptual groundings that inform the design of the scenarios, which are built on an analysis of Spanish curriculum and pedagogical trends. On this basis, the paper outlines the design methodology followed, including the five scenarios. A preliminary evaluation reveals the two scenarios that would be more feasible to implement in class, according to in-service teachers. This information feeds back into the design of the scenarios.