Climate education in the classroom: cloudy with a chance of confusion

By Glenn Branch, Josh Rosenau, Minda Berbeco | March 3, 2016

What affects the way in which climate change is presented in science classes in public middle and high schools in the United States? A new survey suggests that both individual and community factors play a role. The most effective way to improve climate change education is by improving teacher training in the field of climate science. But there are systemic obstacles to teaching about climate change. New state science standards are helping to diminish such obstacles, but these standards, in turn, are provoking a political backlash across the nation. As with public action on climate change in general, public action on climate change education will be furthered by a recognition of the scientific consensus – and what that consensus means.

RELATED:
“Climate Day”: A radical change in direction signaled by Biden

As the coronavirus crisis shows, we need science now more than ever.

The Bulletin elevates expert voices above the noise. But as an independent, nonprofit media organization, our operations depend on the support of readers like you. Help us continue to deliver quality journalism that holds leaders accountable. Your support of our work at any level is important. In return, we promise our coverage will be understandable, influential, vigilant, solution-oriented, and fair-minded. Together we can make a difference.

Share: 

Get alerts about this thread
Notify of
guest
0 Comments
Inline Feedbacks
View all comments

ALSO IN THIS ISSUE

RELATED POSTS

Receive Email
Updates