Florida and Puerto Rico Secondary Science Teachers' Knowledge and Teaching of Climate Change Science

Autor/inn/en	Herman, Benjamin C.; Feldman, Allan; Vernaza-Hernandez, Vanessa
Titel	Florida and Puerto Rico Secondary Science Teachers' Knowledge and Teaching of Climate Change Science
Quelle	In: International Journal of Science and Mathematics Education, 15 (2017) 3, S.451-471 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-015-9706-6
Schlagwörter	Secondary School Teachers; Mathematics Teachers; Decision Making; Climate; Change; Knowledge Level; Pedagogical Content Knowledge; Teaching Methods; Science Instruction; Evidence; Social Influences; Political Influences; Economic Factors; Environmental Education; Misconceptions; Teacher Attitudes; Teacher Surveys; Concept Formation + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Decision-making; Entscheidungsfindung; Klima; Wandel; Wissensbasis; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Evidenz; Sozialer Einfluss; Political influence; Politischer Einfluss; Ökonomischer Faktor; Umweltbildung; Umwelterziehung; Umweltpädagogik; Missverständnis; Lehrerverhalten; Concept learning; Begriffsbildung
Abstract	Misconceptions about climate change science are pervasive among the US public. This study investigated the possibility that these misconceptions may be reflective of science teachers' knowledge and teaching of climate change science. Florida and Puerto Rico secondary science teachers who claim to teach extensively about climate change were surveyed in regard to their conceptions of climate change science and the climate change-related topics they teach. Results show that many teachers hold naïve views about climate change (e.g. that ozone layer depletion is a primary cause of climate change) and climate change science (e.g. that it must be based on controlled experiments for it to be valid). In addition, teachers in both groups neglect crucial topics such as how evidence for climate change is developed and the social, political, and economic dimensions of climate change. Our results suggest the need for teachers to understand how to teach climate change and the nature of climate change science using authentic contexts that promote effective socioscientific decision-making and climate change mitigation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01