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Currently, many studies are already available on people's theoretical knowledge about climate change. The results of some of these studies show the existence of serious confusion regarding certain phenomena and basic concepts of great importance, even despite the fact that, in recent years, the problem regarding climate change has become increasingly relevant in different media, and it is also present in school curricula as a fundamental part of Education for Sustainability. Some of these confusions constitute true alternative ideas. This paper first analyses the incidence and strength of five of these ideas in students of Compulsory Secondary Education (CSE) and in various groups of teachers in training. Then, a didactic proposal is made to achieve change in one of those ideas, which involves various concepts and principles of Physics. [ABSTRACT FROM AUTHOR]