Climate Change in America's Classrooms: Insights from Teachers
In this analysis of teachers' perceptions on teaching climate change in American classrooms, the data reveals varying emphasis on human and natural causes of climate change. While some educators prioritize scientific consensus, others lean towards natural causes. The study also highlights the pressure felt by teachers when addressing climate change compared to teaching evolution. Various tactics used by teachers to navigate this complex topic are outlined, shedding light on the challenges and nuances in climate change education.
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Presentation Transcript
Mixed Messages: Climate change in America s classrooms Josh Rosenau National Center for Science Education @JoshRosenau rosenau@ncse.com
Earth Science Phys . Middle School1500 Teachers All 50 states Mail and online response options 37% response rate Biology Chem. 0 10 20 30 40 50 60 70 80 90 100 Actual distribution of teachers Middle School Phys . Earth Science Biology Chem. 0 10 20 30 40 50 60 70 80 90 100
Many emphasize human causes 100 % emphasizing conseusus that humans cause CC 80 When I do teach about climate change: I emphasize the scientific consensus that recent global warming is primarily being caused by human release of greenhouse gases from fossil fuels. 60 . 40 20 0 Middle School Earth Science Biology Chem. Phys.
Many emphasize natural causes When I do teach about climate change: I emphasize that many scientists believe that recent increases in temperature is likely due to natural causes. 43% strongly disagree
natural causes scientific consensus Agree or strongly agree Disagree or strongly disagree 54% Agree or strongly agree 31% (scientific consensus) (mixed messages) 10% (denial) 5% Disagree or strongly disagree (avoidance)
Less Pressure than for Evolution 20 Pressure to teach evo 16 Pressure not to teach evo % reporting pressure 12 Pressure not to teach CC 8 Pressure to teach CC 4 0 Middle School Earth Science Biology Chem. Phys.
But Teachers Feel Pressure 100 Tactics: Discuss w/o taking a stand, Equal time, Meet students, Letter to parents, Opt out, Avoid entirely % using problematic tactics 75 50 25 0 Middle School Earth Science Biology Chem. Phys.
Most teachers dont know the size of the consensus 100 81-100% 80 60 61-80% 40 41-60% 21-40% 0-20% 20 Don t know 0 Middle school Earth sci. Biol. Chem. Physics
Perceived consensus shapes pedagogy 90 75 % that does NOT present natural causes 60 45 30 21-40% 15 0 Perceived Consensus
Politics shapes pedagogy 75 60 45 % 30 15 0 Democrat Independent Republican
Politics shapes perceived consensus 97% consensus Information deficit Cultural bias More liberal Bigger government More conservative Smaller government
Training shapes perceived consensus 97% consensus Least trained More liberal Bigger government More conservative Smaller government
Communities shape perceived consensus 97% consensus More liberal Bigger government More conservative Smaller government
Many took courses 100 80 % who have taken at least one course 60 40 Continuing education 20 0 Middle School Earth Science Biology Chem. Phys.
Many willing to take courses 100 80 % interested in climate continuing ed. 60 40 20 0 Middle School Earth Science Biology Chem. Phys.
But is it preaching to the converted? 7 6 Hours spent on climate change 5 4 3 2 1 0 Middle School Earth Science Biology Chem. Phys.
Misconceptions abound 100 80 % who would include superfluous topics 60 Imagine that you were asked to teach a 2-3 day unit on greenhouse gases and recent global warming. What priority would you give to including each of the following possible topics? The impact of launching rockets into space Depletion of ozone in the upper atmosphere Use of chemicals to destroy insect pests Use of aerosol spray cans 40 20 0 Middle School Earth Science Biology Chem. Phys.
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