Professional development design considerations in climate change education: teacher enactment and student learning

Climate change education and research: possibilities and potentials versus problems and perils?

“…Forter 2001;Nisbet and Kotcher 2009;Gonzalez-Gaudiano and Meira-Cartea 2010;Hoffman 2011;Sterman 2011;Whitmarsh 2011;Kahan et al 2012), niche and common constructs and foci, such as climate literacy, climate justice, carbon footprints, human and more-than-human rights, communication frames, professional preparation and development, instructional designs and experiments, textbooks and materials, and adaptive designs for diverse participants (Rom an and Busch 2016; Siegner and Stapert 2019;Stapleton 2019;cf. Pruneau et al 2003;McCaffrey and Buhr 2008;Whitmarsh 2008;Maibach et al 2010;Akerlof, Bruff, and Witte 2011;Corner and Randall 2011;Hart 2011;Skamp, Boyes, and Stanisstreet 2013;Hestness et al 2014;Busch and Rom an 2017;Drewes, Henderson, and Mouza 2018;Meehan, Levy, and Collet-Gildard 2018), education policy development, and barriers and critique, when faced with climate change as a 'wicked problem', 'super wicked problem ', or 'hyperobject' (McKenzie 2019, Saari andMullen 2018;cf. Lorenzoni, Nicholson-Cole, and Whitmarsh 2007;Hamilton 2011;Morton 2013;Laessøe and Mochizuki 2015;Moyson, Scholten, and Weible 2017;UNFCCC 2018).…”

Teachers’ Knowledge, Beliefs, and Attitudes about Climate Change

“…Other research works found similarly that engagement to reduce climate change was not linked to the level of knowledge about its causes, and they describe very climate-friendly teachers who hold severe misconceptions about climate change (Liu et al, 2015) We think that considering the knowledge about the consequences of climate change as a mediating factor between instruction received on climate change and readiness to act, can explain the limited impact of academic courses on the engagement of teachers in the fight against climate change. Indeed, academic courses about climate change focus on scientific explanations of the phenomenon rather than on the social and practical aspects of the issue, so that they probably increase teachers' understanding of climate change more than the understanding of the consequences of climate change (Drewes, Henderson, & Mouza, 2018).…”

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

“…But it shouldn't be. To fully understand this environmental issue, teachers need to demonstrate how humans are unquestioningly connected to climate change causes, impacts, and hopeful solutions (Drewes, Henderson, & Mouza, 2018). The social human aspects must be incorporated alongside the scientific components.…”

“…Approaching climate change in this manner will require resources to support the instruction to achieve such learning outcomes described above. Educators need materials such as climate change specific lessons to infuse into curricula across many science disciplines and resources that integrate not only the 'what' of climate science, but also the 'what next' for climate change (Drewes et al, 2018). These types of resources would allow for teachers and students to engage directly with the moral and controversial aspects of climate change that have often been omitted by teachers in other studies (e.g.…”