Abstract This article reports on a survey of the general public and science teachers in Dallas-Fort Worth, Texas, to identify major barriers and opportunities for climate change education and action. Respondents were aware of some local risks, some basic climate science, and the need to conserve resources, but they were prone to common misconceptions and skepticism about climate change. Teachers largely supported teaching climate change but reported a lack of training, time, resources, and the absence of climate change in the state curriculum as barriers. Drawing on survey results and international literature, recommended actions to improve formal and informal education on the climate emergency include emphasizing positive messages, focusing on local impacts, and using participatory and active learning.

中文翻译：

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气候变化教育的障碍和机遇：德克萨斯州达拉斯-沃思堡的案例

摘要 本文报告了对德克萨斯州达拉斯-沃思堡的公众和科学教师的调查，以确定气候变化教育和行动的主要障碍和机会。受访者意识到一些当地风险、一些基本的气候科学以及保护资源的必要性，但他们很容易对气候变化产生普遍的误解和怀疑。教师在很大程度上支持教授气候变化，但报告缺乏培训、时间、资源以及州课程中缺乏气候变化是障碍。借鉴调查结果和国际文献，建议采取行动改善关于气候紧急情况的正规和非正规教育，包括强调积极信息、关注当地影响以及使用参与性和主动学习。