Raising students' perception of the relevance of science teaching and promoting communication and evaluation capabilities using authentic and controversial socio-scientific issues in the Framework of climate change.

This paper describes the development of different lesson plans dealing with authentic and controversial socio-scientific issues in the framework of climate change. These lesson plans orient themselves along the socio-critical, problem-oriented approach to science teaching. They deal with the use of bioethanol as an alternative fuel and with the phenomenon of climate change itself. The development of these lesson plans for chemistry classes using Participatory Action Research will also be discussed. Parallel approaches to Physics, Biology and Politics education taken in the project "Climate Change Before the Court" will also be outlined briefly. Experiences from applying these lesson plans in German chemistry teaching are also discussed. [ABSTRACT FROM AUTHOR]