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

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' in...

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Bibliographic Details
Published inJournal of science teacher education Vol. 32; no. 5; pp. 481 - 499
Main Authors Nation, Molly Trendell, Feldman, Allan
Format Journal Article
LanguageEnglish
Published Routledge 04.07.2021
Subjects
Barriers
Beliefs
Change
classroom practices
Climate
Climate change education
Ecology
Environmental Education
High School Students
High School Teachers
Marine Education
Misconceptions
Science Teachers
Scientific Concepts
Student Attitudes
student outcomes
Teacher Attitudes
teacher beliefs
Teaching Methods
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Summary: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.
ISSN:1046-560X
1573-1847
DOI:10.1080/1046560X.2020.1854968