Science Teacher Professional Development in Climate Change Education Informed by the Next Generation Science Standards

Hestness, Emily; McDonald, Robert; Breslyn, Wayne; McGinnis, J. Randy; Mouza, Chrystalla

doi:10.5408/13-049.1

Cited by 64 publications

(27 citation statements)

References 33 publications

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“…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).…”

Section: Learning Objectives For Achieving the Sdgsmentioning

confidence: 99%

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

Reid

2019

Environmental Education Research

184

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This article introduces key features to the background, themes and implications of three collections available in Environmental EducationResearch that focus on climate change education and research. The problems and perils of scholarship and inquiry in this area are highlighted by contrasting these with some of the possibilities and potentials from a broad range of studies published in this and related fields of study, for example, in understanding who is doing the teaching and learning in climate change education, and in identifying the conceptual, policy and economic drivers and barriers related to its uptake. Key points for debate and action are identified, including for so-called 'pyro-pedagogies' and 'practice architectures', and the various philosophical, political and phenomenal aspects of climate change education that are likely to affect its prospects, at this moment and into the immediate future. ARTICLE HISTORY

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Section: Learning Objectives For Achieving the Sdgsmentioning

confidence: 99%

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

Reid

2019

Environmental Education Research

184

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“…The belief that there is no human responsibility for climate change is an important misconception found among pre-service teachers (Hestness, McDonald, Breslyn, McGinnis, & Mouza, 2014) as well as in-service teachers (Plutzer & Hannah, 2018;Wise, 2010). In some cases, some pre-service teachers were even found to ignore climate change itself (Higde, Oztekin, & Sahin, 2017).…”

Section: Existing Data On Teachers' Knowledge Beliefs and Attitudes Amentioning

confidence: 99%

Teachers’ Knowledge, Beliefs, and Attitudes about Climate Change

Seroussi¹,

Rothschild²,

Kurzbaum³

et al. 2019

IES

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A sample of eighty Israeli in-service teachers filled out a questionnaire assessing their beliefs about the existence and the anthropogenic origin of climate change, their knowledge about the causes and consequences of climate change and the actions which can be taken to remediate it, as well as their level of concern about it and their readiness to act and teach in a climate-friendly way. The results show gaps in knowledge especially regarding the consequences of climate change, and misconceptions about the causes of climate change. The anthropogenic nature of climate change is well admitted. The percentage of teachers ready to take action to slow down climate change is smaller than the percentage of teachers understanding climate change. There is a significant correlation between knowledge about the consequences of climate change and concern about it and readiness to act. These results lay out the path for possible improvement of climate change instruction in teachers’ preparation programs.

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“…The decision to include the Impacts component was further supported during interviews conducted with middle school science teachers ( N = 27) during a 5 day summer professional development experience on teaching climate change (Hestness, McDonald, Breslyn, McGinnis, & Mouza, ). During interviews with this group of teachers, a prevailing theme we interpreted was the potential pedagogical importance of students’ personal experiences with impacts of climate change, especially sea level rise.…”

Section: Resultsmentioning

confidence: 99%

Developing a learning progression for sea level rise, a major impact of climate change

et al. 2016

Self Cite

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We present research from an investigation on developing a learning progression (LP) for sea level rise (SLR), a major effect of global climate change. We began our research by drafting a hypothetical LP for sea level rise, informed by extant knowledge of the topic in the scientific community, in science education literature, and in science education policy documents such as the Next Generation Science Standards. Causes and mechanisms, scale and representations, and impacts made up the three components of the LP. Our confidence in our hypothetical LP was greater for the lower and upper anchors than for the levels between them. For all levels, however, we remained tentative due to the limitation of empirical data from learners. We next developed an assessment instrument as well as an online activity as a way to elicit learners’ thinking about sea level rise. These instruments were administered to middle school students (N = 95) and undergraduate pre‐service teachers (N = 77). An analysis of the data suggested that our hypothetical LP for sea level rise was a necessary first step, but it underscored the necessity of probing learners’ thinking of the construct to develop a robust understanding of learners’ conceptual understanding overtime of SLR. The assessment data provided essential information about learner understanding of the construct of sea level rise that assisted us in moving our SLR LP from a hypothetical state to a more stable state, which we term as “conditional.” The development of a conditional SLR LP, along with the accompanying assessment instruments, contributes to research and thinking about learning progressions and climate change education. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 53: 1471–1499, 2016

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Science Teacher Professional Development in Climate Change Education Informed by the Next Generation Science Standards

Cited by 64 publications

References 33 publications

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

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

Teachers’ Knowledge, Beliefs, and Attitudes about Climate Change

Developing a learning progression for sea level rise, a major impact of climate change

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