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Short abstract:

Although climate change is well known, this does not lead to the implementation of climate adaptation in everyday practice. Concepts for bridging the "knowledge-action gap" with a participatory citizen science approach in high school and corresponding reflections from feminist STS are presented.

Long abstract:

Climate change is generally known, but the increasingly extensive knowledge about climate change does not lead to the implementation of climate adaptation measures in everyday practice. The presented project aimed to develop concepts for bridging the ‘knowledge-action-gap’ with a participatory project design and with references to practice and action, thus motivating and empowering heterogenous target groups to take climate-friendly actions and decisions. The project’s starting point is to work with schools in the city of Berlin, Germany, translating academic knowledge on climate change into everyday action with reference to a citizen science project and approach in a class in tenth grade. Scientific findings on climate change become comprehensible in the context of such a project-orientied and research-based learning in order to develop concrete climate adaptation measures. In the second phase of the project, climate adaptation measures were prepared in such a way that high schools cooperated with neighborhood residents as well-connected actors at the local level in the city district. These cooperations were initiated through local activities in the neighborhood, e. g. through district offices. Research perspectives of citizen science, climate research, participatory research, educational research and evaluation research. In this paper, we reflect whether and to what extent critical-reflexive approaches of feminist science & technology studies were guiding in the context of this inter- and transdisciplinary project.