What is motivating middle-school science teachers to teach climate change?

McNeal, Peggy; Petcovic, Heather L.; Reeves, Patricia

doi:10.1080/09500693.2017.1315466

Cited by 40 publications

(39 citation statements)

References 21 publications

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“…Hence, teachers who are faced with teaching about topics with a higher obligation such as ESD may appraise teaching about these issues more positively when they possess a corresponding underlying value structure. This result is in line with prior research, which found values and other personality variables as a contributor to in-service teachers' motivations to teach about the topic of climate change (McNeal et al, 2017).…”

Section: Universal Valuessupporting

confidence: 91%

Topic Specificity and Antecedents for Preservice Biology Teachers’ Anticipated Enjoyment for Teaching About Socioscientific Issues: Investigating Universal Values and Psychological Distance

2020

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Büssing et al. Specificity and Antecedents of Enjoyment future studies could examine effects on other factors relevant to teaching emotions such as reactions to student behavior, which have been described as central for the causation of teaching emotions in prior studies (i.e., "reciprocal model of teaching emotions"). The present study stimulates such new studies and adds important knowledge to the understanding of topic specificity and topic-specific antecedents of anticipated enjoyment for teaching, which are relevant for teacher education and professional development.

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Section: Universal Valuessupporting

confidence: 91%

Topic Specificity and Antecedents for Preservice Biology Teachers’ Anticipated Enjoyment for Teaching About Socioscientific Issues: Investigating Universal Values and Psychological Distance

2020

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“…they motivated to fulfill their role. The results concerning in-service teachers (Dawson, 2012;Herman, Feldman, & Vernaza-Hernandez, 2017;Hermans, 2016;Karami, Seyed, Jafari, & Hendi, 2017;Liu, Roehrig, Bhattacharya, & Varma, 2015;McNeal et al, 2017;McNeal, Walker, & Rutherford, 2014;Plutzer & Hannah, 2018;Raath & Hay, 2016;Seow & Ho, 2016;Wise, 2010) are confirmed by more numerous publications concerning pre-service teachers. The knowledge gaps and distorted beliefs observed twenty years ago in pre-service teachers' (Boyes & Chambers, 1995;Dove, 1996;Fortner, 2001;Groves & Pugh, 1999;Khalid, 2001;Papadimitriou, 2004) are diminishing today but they still exist.…”

Section: Climate Change and Teachers' Educationmentioning

confidence: 82%

“…Therefore, along with the contribution of general media, the systematic instruction provided by teachers in schools about climate change is important for the construction of young people's knowledge and beliefs of young people in this field (Dupigny-Girouz, 2010;Ekborg & Areskoug, 2006;Schreiner, Henriksen, Kirkeby, & Pål, 2005). Strong knowledge about climate change is shown to help teachers succeed in this task (McNeal, Petcovic, & Reeves, 2017;Sadler, Amirshokoohi, Kazempour, & Allspaw 2006), and their beliefs about the causes of climate change are known to influence their pupils (Stevenson, Peterson, & Bradshaw, 2016). they motivated to fulfill their role.…”

Section: Climate Change and Teachers' Educationmentioning

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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“…An extensive literature review has also revealed the pedagogical elements required to increase the quality of global warming teaching. These include experience and instructional familiarity (Drewes et al, 2018; Wise, 2010), student‐centered orientation and emotional sense‐making (Hufnagel, 2015; Plutzer & Hannah, 2018), awareness of possible misconceptions (Chordnork & Yuenyong, 2014), argumentation and nature of science pedagogy (Matkins & Bell, 2007), technology integration and curriculum internalization (Hestness et al, 2014), and teacher efficacy and motivation (Li et al, 2019; McNeal et al, 2017). As a result, to ensure that teachers are in possession of these pedagogical elements, effective professional development in the context of global warming and aligned with their own experiences, school norms, and expectations is essential.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

An investigation of elementary teachers' pedagogical content knowledge for socioscientific argumentation: The effect of a learning and teaching experience

Kutluca

2021

Science Education

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The aim of this study was to determine how a learning and teaching experience, which related to socioscientific argumentation and pedagogical content knowledge (PCK), changed elementary teachers' views of teaching with socioscientific argumentation, as well as the change in their PCK and instructional practices. Five teachers studying for the classroom‐teaching master's degree program of a foundation university in Turkey were included in the study, which lasted for a total of 10 weeks. Interviews to determine the PCK of these elementary teachers were first conducted, and their instructional practices were observed. Then, teachers attended a course related to socioscientific argumentation and PCK. Finally, PCK interviews were conducted for a second time with all the teachers and their instructional practices were observed again. The qualitative data collected from the study were analyzed by inductive content analysis, based on the constant comparative method. Classroom observations were evaluated with an analytical evaluation rubric. The results revealed that the learning and teaching experience undergone by the participating teachers improved the following components of their PCK: orientations (OTS), students' understanding (KSU), instructional strategies (KISR), and knowledge of assessment (KAS). After the course, strong interactions occurred among all the components, with the exceptions of knowledge of curriculum and knowledge of assessment. Furthermore, teacher efficacy, which is an effective element of PCK, is embedded in the components of KSU and KISR of the PCK for socioscientific argumentation. Therefore, it was concluded that the PCK for socioscientific argumentation of the participating elementary teachers improved while both learning and teaching.

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What is motivating middle-school science teachers to teach climate change?

Cited by 40 publications

References 21 publications

Topic Specificity and Antecedents for Preservice Biology Teachers’ Anticipated Enjoyment for Teaching About Socioscientific Issues: Investigating Universal Values and Psychological Distance

Topic Specificity and Antecedents for Preservice Biology Teachers’ Anticipated Enjoyment for Teaching About Socioscientific Issues: Investigating Universal Values and Psychological Distance

Teachers’ Knowledge, Beliefs, and Attitudes about Climate Change

An investigation of elementary teachers' pedagogical content knowledge for socioscientific argumentation: The effect of a learning and teaching experience

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