Effectively Teaching the Physical Foundations of the Greenhouse Effect: Evolution of a TLS

A scientific understanding of the greenhouse effect (henceforth, GHE) is crucial to assess the human role in this phenomenon. This paper presents the evolution of a teaching–learning sequence (TLS) focused on the physical basis of the GHE, which consists of a set of experiments and laboratory activities. The sequence was designed, implemented, and validated using an iterative approach in accordance with the Model of Educational Reconstruction (MER). The latest redesign of the sequence was influenced not only by the results of the previous ones, but also by the evolution of the educational context and researchers’ awareness. In particular, the redesign aimed to integrate the science discipline with the more typical aspects of science literacy. The goal is to improve citizens’ scientific awareness; an aspect that can influence their decisions and sensibility to face global challenges, such as climate change.