In the presentation, we show how engaging in an inquiry-based fieldwork raises important learning opportunities for high-school pupils. By using the Cretaceous-Paleogene mass-extinction-event we provide pupils with knowledge and tools to engage in possible future such events caused by climate change. The pupils learn to address future societal challenges by engaging in non-ready-made scientific problems. The theoretical framing is an inquiry model we have developed and used in a geography teacher education programme at the University of Copenhagen. This presentation is based on Madsen et al. (2021).

Keys words: inquiry-based fieldwork, high-school geography, climate change