Abstract

To inform current debate around climate change education (CCE) in the school curriculum in England, we surveyed the views of primary and secondary teachers (N = 626). In England, direct reference to climate change in the National Curriculum is confined to secondary Science and Geography but, unrelated to their subject area, teachers favoured a cross-curricular approach with most already communicating to their students about it. Feeling comfortable delivering CCE was correlated with reported resource availability, with most teachers considering only basic literacy was a greater funding priority. Teachers supported an action-based CCE curriculum including issues of global social justice, beginning in primary school with mitigation projects such as conservation, local tree-planting and family advocacy. Local campaigning (e.g. legal demonstration) was considered appropriate around the primary/secondary transition, with most supporting inclusion of civil disobedience but indicating this should begin at secondary school (11+ years). Results are compared with a 2018 poll of US teachers.

摘要

为了告知当前围绕英格兰学校课程中气候变化教育 (CCE) 的辩论，我们调查了中小学教师的观点 ( N = 626）。在英格兰，在国家课程中直接提及气候变化仅限于中学科学和地理，但与他们的学科领域无关，教师更喜欢跨课程方法，其中大多数已经与学生进行了交流。提供 CCE 的感觉与报告的资源可用性相关，大多数教师认为只有基本识字是一个更大的资助优先事项。教师支持以行动为基础的 CCE 课程，包括全球社会正义问题，从小学开始的缓解项目，如保护、当地植树和家庭宣传。地方竞选（例如合法示威）被认为是围绕小学/中学过渡的适当方式，大多数支持将公民抗命纳入其中，但表示这应该从中学（11 岁以上）开始。结果与 2018 年对美国教师的民意调查进行了比较。