ABSTRACT

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.

摘要

气候变化本质上是复杂且有争议的，但教育工作者和政策制定者将其视为中学科学教育中的一个重要课题。教师对气候变化教学的看法尚不清楚。争议的存在会影响教师的教学决定，从而导致对气候变化科学的混淆。因此，在检查教师的教学时必须考虑教师信念的作用。本研究调查了科学教师对气候变化教学的信念的复杂性、他们的实践，以及在一个学期的四个海洋科学课堂中对学生成果的影响。调查结果表明，教师对气候变化的人为原因和影响有着强烈的信念，高度关注子孙后代，并重视气候变化教育。然而，该话题的争议性、当前的政治气候以及利益相关者的抵制阻碍了教师在他们的教学中支持这些信念。