Climate change is hard to learn because the causes interact. This paper compares designs for teaching that structure, so students have to reason about a system instead of memorising a list of effects.
The approach
The studies treat climate as a complex system and vary how the learning activity is built. The target is understanding of the system, not recall of isolated facts about the climate.
Climate taught as interacting causes
Learning designs compared, not a single lesson
Understanding of the system as the outcome
Jacobson, Markauskaite, Portolese, Kapur, Lai, Roberts