Environmental Education in the Secondary Science Classroom: How Teachers' Beliefs Influence Their Instruction of Climate Change

Autor/inn/en	Nation, Molly Trendell; Feldman, Allan
Titel	Environmental Education in the Secondary Science Classroom: How Teachers' Beliefs Influence Their Instruction of Climate Change
Quelle	In: Journal of Science Teacher Education, 32 (2021) 5, S.481-499 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nation, Molly Trendell) ORCID (Feldman, Allan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2020.1854968
Schlagwörter	Climate; Change; Environmental Education; Teacher Attitudes; Beliefs; Science Teachers; Marine Education; Ecology; Barriers; Teaching Methods; High School Teachers; Scientific Concepts; Misconceptions; High School Students; Student Attitudes + Suchen Sie Ihr Suchwort? Klima; Wandel; Umweltbildung; Umwelterziehung; Umweltpädagogik; Lehrerverhalten; Belief; Glaube; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ökologie; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Oberschule; Missverständnis; Student; Students; Schüler; Schülerin; Studentin; Schülerverhalten
Abstract	Climate change is complex and controversial in nature, yet seen by educators and policymakers as an important topic to be taught within secondary science education. Teachers' beliefs about the instruction of climate change are unclear. The presence of controversy can influence teachers' instructional decisions causing confusion about the science of climate change. Therefore, the role of teachers' beliefs must be considered when examining their instruction. This study examined the complex nature of science teacher beliefs about climate change instruction, their practice, and the impact on student outcomes within four marine science classrooms over the course of one semester. Findings suggest teachers have strong beliefs about the anthropogenic causes and implications of climate change, high levels of concern for future generations, and value climate change education. Yet, the controversial nature of the topic, current political climate, and resistance from stakeholders inhibited teachers from espousing these beliefs within their instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01