Science Teachers' Perspectives about Climate Change

Autor/in	Dawson, Vaille
Titel	Science Teachers' Perspectives about Climate Change
Quelle	In: Teaching Science, 58 (2012) 3, S.8-13 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-6313
Schlagwörter	Climate; Foreign Countries; Science Teachers; Environmental Education; Teacher Attitudes; Teacher Surveys; Environmental Influences; Environmental Standards; Educational Practices; Knowledge Level; Familiarity; Knowledge Base for Teaching; Secondary School Science; Controversial Issues (Course Content); Questionnaires; Australia + Suchen Sie Ihr Suchwort? Klima; Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Umweltbildung; Umwelterziehung; Umweltpädagogik; Lehrerverhalten; Environmental influence; Umwelteinfluss; Umweltauflage; Bildungspraxis; Wissensbasis; Teaching theory; Theory of teaching; Unterrichtstheorie; Controversial issues; Kontroverse; Fragebogen; Australien
Abstract	Climate change and its effects are likely to present challenging problems for future generations of young people. It is important for Australian students to understand the mechanisms and consequences of climate change. If students are to develop a sophisticated understanding, then science teachers need to be well-informed about climate change science. In this pilot study, thirty-nine science teachers and 417 Year 9/10 students from thirteen Western Australian schools were surveyed about their views of the importance of climate change science. Teachers and students also responded to questions to ascertain their understanding of climate change science, the challenges and consequences of climate change. Preliminary findings indicate that most of these teachers have a sound understanding of climate change science, recognising the importance of the greenhouse effect for life and the relationship between greenhouse effect and temperature. However, a proportion of teachers do not teach any climate change science. In this paper, the findings from the teachers are reported along with implications for preservice and inservice teacher education and curriculum development. (Contains 5 tables.) (As Provided).
Anmerkungen	Australian Science Teachers Association. P.O. Box 334, Deakin West, ACT 2600, Australia. Tel: +61-02-6282-9377; Fax: +61-02-6282-9477; e-mail: publications@asta.edu.au; Web site: http://www.asta.edu.au/resources/teachingscience
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10