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              <p>This paper reports on the design of a teaching approach to global warming adapted to the new general and vocational high school curricula. The objective is to build the link between the concentration of greenhouse gases in the atmosphere and the average temperature of the Earth, based as much as possible on explicit empirical elements. We first present the existing teaching approaches on the subject, which are then related to the ideas and reasoning methods known to the students, in particular: the non-evidence of interactions between gases and radiation for the students, and the tendency to sequential reasoning. The didactic choices structuring the proposed approach are then exposed, as well as the methodology of experimentation of teaching sequences based on these didactic choices.</p>
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