[
Akerlof, K., DeBono, R., Berry, P., Leiserowitz, A., Roser-Renouf, C., Clarke, K. L.,Rogaeva, A., Nisbet, M., Weathers, M., & Maibach, E. W. (2010). Public perceptions of climate change as a human health risk: Surveys of the United States, Canada and Malta. International Journal of Environmental Research and Public Health, 7(6), 2559–2606. http://dx.doi.org/10.3390/ijerph7062559
]Search in Google Scholar
[
Blankman, M., Schoonenboom, J., van der Schee, J., Boogaard, M., & Volman, M. (2016). Learning to teach geography for primary education: Results of an experimental programme. Journal of Geography in Higher Education, 40(3), 425–441. https://doi.org/10.1080/03098265.2016.1144731
]Search in Google Scholar
[
Christian, D. (2018). Origin story. A Big History of everything. Little, Brown Spark.
]Search in Google Scholar
[
Crosby, A. W. (2013). Gran historia como historia ambiental [Big history as environmental history]. Relaciones. Estudios de historia y sociedad, 34(136), 21–39. http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0185-39292013000400003&lng=es&nrm=iso
]Search in Google Scholar
[
Dimenäs, J., & Alexandersson, M. (2012). Crossing disciplinary borders: Perspectives on learning about sustainable development. Journal of Teacher Education for Sustainability, 14(1), 5–19. https://doi.org/10.2478/v10099-012-0001-0
]Search in Google Scholar
[
Effeney, G., & Davis, J. (2013). Education for sustainability: A case study of pre-service primary teachers’ knowledge and efficacy. Australian Journal of Teacher Education (Online), 38(5), 32–46. https://doi.org/10.14221/ajte.2013v38n5.4
]Search in Google Scholar
[
García-Rodeja Gayoso, I., & Lima de Oliveira, G. M. (2012). Sobre el cambio climático y el cambio de los modelos de pensamiento de los alumnos [Climate change and the change of models of students’ thinking]. Enseñanza de las Ciencias: Revista de Investigación y Experiencias Didácticas, 30(3), 195–218. https://raco.cat/index.php/Ensenanza/article/view/285690
]Search in Google Scholar
[
Gómez-Gonçalves, A., Corrochano, D., & Rubio-Muñoz, F. J. (2020). La gran historia en la formación del profesorado de primaria [Big history in primary teacher education]. Íber: Didáctica de las Ciencias Sociales, Geografía e Historia, 100, 59–64.
]Search in Google Scholar
[
Hepper, J. (2021). Making change visible – An explorative case study of dealing with climate change deniers in forest education. Journal of Teacher Education for Sustainability, 23(1), 58–68. https://doi.org/10.2478/jtes-2021-0005
]Search in Google Scholar
[
Heras, F. H., Meira-Cartea, P., & Justel, A. (2017). La percepción social de los riesgos del cambio climático sobre la salud en España [Social perception of the health risks of climate change in Spain]. Revista de Salud Ambiental, 17(1), 40–46. https://ojs.diffundit.com/index.php/rsa/article/view/842/802
]Search in Google Scholar
[
Fioramonti, L., Giordano, C., & Basile, F. L. (2021). Fostering academic interdisciplinarity: Italy’s pioneering experiment on sustainability education in schools and universities. Frontiers in Sustainability, 2, 631610. https://doi.org/10.3389/frsus.2021.631610
]Search in Google Scholar
[
James, M., & Pollard, A. (2012). Principles of effective pedagogy: International responses to evidence from the UK teaching & learning research programme. Routledge.
]Search in Google Scholar
[
Kollmuss, A., & Agyeman, J. (2002). Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8(3), 239–260. https://doi.org/10.1080/13504620220145401
]Search in Google Scholar
[
Lorenzoni, I., Nicholson-Cole, S., & Whitmarsh, L. (2007). Barriers perceived to engaging with climate change among the UK public and their policy implications. Global Environmental Change, 17(3–4), 445–459. https://doi.org/10.1016/j.gloenvcha.2007.01.004
]Search in Google Scholar
[
Meira-Cartea, P. A., Gutiérrez-Pérez, J., Arto-Blanco, M., & Escoz-Roldán, A. (2018). Influence of academic education vs. common culture on the climate literacy of university students. PsyEcology, 9(3), 301–340. https://doi.org/10.1080/21711976.2018.1483569
]Search in Google Scholar
[
McNeal, P., Petcovic, H., & Reeves, P. (2017). What is motivating middle-school science teachers to teach climate change? International Journal of Science Education, 39(8), 1069–1088. https://doi.org/10.1080/09500693.2017.1315466
]Search in Google Scholar
[
Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2017). Identifying effective climate change education strategies: A systematic review of the research. Environmental Education Research, 25(6), 791–812. https://doi.org/10.1080/13504622.2017.1360842
]Search in Google Scholar
[
Mochizuki, Y., & Bryan, A. (2015). Climate change education in the context of education for sustainable development: Rationale and principles. Journal of Education for Sustainable Development, 9(1), 4–26. https://doi.org/10.1177/0973408215569109
]Search in Google Scholar
[
NAAEE (North American Association for Environmental Education). (2004). Guidelines for excellence: Environmental education materials. DC: NAAEE. https://naaee.org/sites/default/files/gl_ee_materials_complete.pdf
]Search in Google Scholar
[
Oversby, J. (2015). Teachers’ learning about climate change education. Procedia-Social and Behavioral Sciences, 167, 23–27. https://doi.org/10.1016/j.sbspro.2014.12.637
]Search in Google Scholar
[
Papadimitriou, V. (2004). Prospective primary teachers’ understanding of climate change, greenhouse effect, and ozone layer depletion. Journal of Science Education and Technology, 13(2), 299–307. https://doi.org/10.1023/B:JOST.0000031268.72848.6d
]Search in Google Scholar
[
Pegalajar-Palomino, M. C., Burgos-García, A., & Martinez-Valdivia, E. (2021). What does education for sustainable development offer in initial teacher training? A systematic review. Journal of Teacher Education for Sustainability, 23(1), 99–114. https://doi.org/10.2478/jtes-2021-0008
]Search in Google Scholar
[
Sadler, T. D., Chambers, F. W., & Zeidler, D. L. (2004). Student conceptualizations of the nature of science in response to a socioscientific issue. International Journal of Science Education, 26(4), 387–409. https://doi.org/10.1080/0950069032000119456
]Search in Google Scholar
[
Salīte, I., Fjodorova, I., & Ivanova, O. (2021). Does the JTES help us create deeper personal meanings for sustainable education? Journal of Teacher Education for Sustainability, 22(2), 1–6. https://doi.org/10.2478/jtes-2020-0012
]Search in Google Scholar
[
Santaolalla, E., Urosa, B., Martín, O., Verde, A., & Díaz, T. (2020). Interdisciplinarity in teacher education: Evaluation of the effectiveness of an educational innovation project. Sustainability, 12(17), 6748. https://doi.org/10.3390/su12176748
]Search in Google Scholar
[
Schreiner, C., Henriksen, E., Kirkeby, H., & Pål, J. (2005). Climate education: Empowering today’s youth to meet tomorrow’s challenges. Studies in Science Education, 41(1), 3–49. http://dx.doi.org/10.1080/03057260508560213
]Search in Google Scholar
[
Shi, J., Visschers, V. H., Siegrist, M., & Arvai, J. (2016). Knowledge as a driver of public perceptions about climate change reassessed. Nature Climate Change, 6(8), 759–762. https://doi.org/10.1038/nclimate2997
]Search in Google Scholar
[
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189x015002004
]Search in Google Scholar
[
Stevenson, R. B., Nicholls, J., & Whitehouse, H. (2017). What is climate change education? Curriculum Perspectives, 37(1), 67–71. https://doi.org/10.1007/s41297-017-0015-9
]Search in Google Scholar
[
Svihla, V., & Linn, M. C. (2012). A design-based approach to fostering understanding of global climate change. International Journal of Science Education, 34(5), 651–676. https://doi.org/10.1080/09500693.2011.597453
]Search in Google Scholar
[
Swennen, A., Lunenberg, M., & Korthagen, F. (2008). Preach what you teach! Teacher educators and congruent teaching. Teachers and Teaching, 14, 531–542. https://doi.org/10.1080/13540600802571387
]Search in Google Scholar
[
Tobler, C., Visschers, V. H., & Siegrist, M. (2012). Consumers’ knowledge about climate change. Climatic Change, 114(2), 189–209. https://doi.org/10.1007/s10584-011-0393-1
]Search in Google Scholar
