(un)Doing the Next Generation Science Standards: climate change education actor-networks in Oklahoma

Personal, professional, political: an exploration of science teacher identity development for teaching climate change

“…Learning about climate change is cognitively challenging due to the abstract and highly interconnected earth systems involved. But what makes this topic even more confounding is the purposeful efforts of some to disparage and deny the scientific consensus, including parents and school community members (Colston & Ivey, 2015). Additionally, the National Center for Science Education (NCSE) reports on the deliberate efforts of anti-science and climate denial campaigns to artificially create a perception of controversy and doubt surrounding the scientific evidence supporting anthropogenic climate change (NCSE, 2012).…”

“…Additionally, the National Center for Science Education (NCSE) reports on the deliberate efforts of anti-science and climate denial campaigns to artificially create a perception of controversy and doubt surrounding the scientific evidence supporting anthropogenic climate change (NCSE, 2012). The presence of such antiscience campaigns positions the science classroom as a battleground and raises important questions about how to approach this topic in the midst of the controversy (Colston & Ivey, 2015). The widespread influence of the anti-science climate denial efforts can be plainly seen in the opinions and pedagogical practices of some science educators (Meehan, 2012;Plutzer et al, 2016) to teach 'both sides' of the issue.…”

Climate change skeptics teach climate literacy? A critical discourse analysis of children's books

“…evolution) in science classrooms [Colston and Vadjunec, 2015;National Center for Science Education, 2012]. In other cases, there has been political resistance to the state-level adoption of the Next Generation Science Standards (NGSS), which unequivocally link human activities to climate change [Colston and Ivey, 2015]. Teachers across the nation, who are engaged in climate change education, reported increasing experiences with pushback about teaching climate change from school administrators, parents, and students [Johnson, 2011].…”

Can the history of geology inform geoscience education and public reception of climate change? Lessons from the history of glacial theory

“…Acknowledging the importance of the topic, the U.S. Next Generation Science Standards (NGSS), designed for public K-12 education, incorporated climate change within its disciplinary core ideas in Earth and Space Science (Earth and Human Activity, ESS3; Earth Systems, ESS2) and Life Sciences (Ecosystems: Interactions, Energy, and Dynamics, LS2; Biological Evolution: Unity and Diversity, LS4) (NGSS Lead States, 2013). However, some science educators perceive barriers to implementing a climate change curriculum within public schools, similar to issues encountered with the theory of evolution within U.S. science classrooms (Colston and Ivey, 2015).…”