Climate Education through Physical Modeling in Non-Formal Science Education

Climate education is increasingly recognized as a critical component of science education worldwide, particularly in countries undergoing rapid societal transformation and experiencing the direct impacts of climate change. This contribution presents an innovative approach to climate education implemented within the non-formal education system of Ukraine by the National Center “Junior Academy of Sciences of Ukraine” (JASU), a UNESCO Category 2 Centre for Science Education.

JASU operates through a nationwide network of regional branches and annually engages hundreds of thousands of upper-secondary school students. As a national leader in extracurricular science education, JASU develops, pilots, and scales research-informed methodologies in STEM education. Many of these approaches are later adapted and integrated into formal school education as part of ongoing educational reforms in Ukraine.

The contribution focuses on the methodology “Climate Education: Physics of the Ocean and Atmosphere” [2] , designed to support deep conceptual understanding of climate processes through physical experimentation and modeling. Inspired by the Weather in a Tank approach [1] , the methodology is expanded to cover a broad spectrum of climate phenomena using laboratory-scale physical models. Inquiry-based learning, similarity theory, and hands-on experimentation form the core pedagogical principles of the programme.

The educational content addresses key concepts of climate science, including global climate change, Earth’s energy balance, albedo, the greenhouse effect, and climate feedback mechanisms. Particular emphasis is placed on the role of Earth’s rotation and the Coriolis force, explored through rotating laboratory setups that model atmospheric and oceanic circulation. The programme further examines ocean–atmosphere interactions, thermohaline circulation, sea-level rise due to thermal expansion, cryosphere dynamics, internal waves, and major ocean currents such as the Gulf Stream. Atmospheric structure, circulation cells, and vortex dynamics are also investigated experimentally.

By integrating physical modeling with mathematical reasoning and qualitative analysis, the methodology enables learners to visualize complex, large-scale climate processes in an accessible yet scientifically rigorous manner. This approach supports the development of climate literacy, systems thinking, and scientific reasoning, while fostering sustained motivation and engagement.

This contribution argues that non-formal science education plays a crucial role in advancing climate education, particularly in contexts where formal curricula are undergoing transformation. The presented methodology illustrates how experimental, research-informed approaches can effectively bridge the gap between contemporary climate science and school-level education, contributing to sustainable educational practices and long-term societal resilience.

[1] https://weathertank.mit.edu/

[2] Climate Education: Physics of the Atmosphere and Ocean / comp. by K. V. Terletska, I. S. Chernetskyi, S. O. Dovgyi. Kyiv: National Center “Junior Academy of Sciences of Ukraine”, 2025. 276 p.  https://api.man.gov.ua/api/assets/man/ad1eba38-471a-4c43-9f42-759305ed227f/