CLEAN Teleconference Call March 1, 2016
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A National Survey of Climate Change Teachers
Abstract:
The National Center for Science Education and Penn State University's Survey Research Center surveyed 1500 science teachers in US high schools and middle schools, to investigate who teaches climate change, how much time they devote to it, how they deal with the perceived controversy around it, and what their own views are about climate science. We found that most teachers, even most chemistry and physics teachers, report spending time on the topic. Unfortunately, many teachers have misconceptions about the science. These misconceptions and the perceived controversy around climate change lead teachers to adopt pedagogical practices that single out or undermine the science of climate change; many report lending credence to inaccurate claims, such as that natural forces explain most climate change over the last 50 years. Teachers want additional training, with many (even among those who dispute the scientific consensus) saying they would take a continuing education class focused on climate change.
Bio:
Since joining NCSE in 2007 as Programs and Policy Director, evolutionary biologist Josh Rosenau has defended honest and accurate science education by working with grassroots groups from Florida to Texas, testifying before school boards, organizing scientists and concerned citizens, meeting with legislators, and speaking with journalists across the country. Rosenau's expertise ranges from biological diversity and biogeography, to legal and constitutional barriers to creationism in public schools. Rosenau has written for dozens of publications, including Scientific American, Washington Post, Trends in Microbiology, SEED, and Science Progress.
Article:
Eric Plutzer, Mark McCaffrey, A. Lee Hannah, Joshua Rosenau, Minda Berbeco, and Ann H. Reid, "Climate Confusion Among U.S. Teachers", Science 351 (6274):665-666.
Coverage of Article: http://ncse.com/news/2016/02/coverage-climate-confusion-among-us-teachers-0016928
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