| Title: |
Secondary Science Teachers' Views and Approaches for Teaching for Climate Justice and Action |
| Language: |
English |
| Authors: |
Lisa A. Borgerding (ORCID 0000-0001-8197-5237); Jennifer L. Heisler; Breanna C. Beaver (ORCID 0000-0002-8611-3924); A. O. Prince (ORCID 0000-0003-4852-3073) |
| Source: |
Journal of Science Teacher Education. 2024 35(3):320-342. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
23 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Secondary Education |
| Descriptors: |
Climate; Science Teachers; Science Instruction; Secondary School Teachers; Teaching Methods; Justice; Environmental Education; Teacher Surveys; Teacher Attitudes; Social Problems; Faculty Development; Curriculum Development |
| Geographic Terms: |
Ohio |
| DOI: |
10.1080/1046560X.2023.2265715 |
| ISSN: |
1046-560X; 1573-1847 |
| Abstract: |
Climate change is a growing global crisis with short and long-term physical and human impacts. Although climate change is a global occurrence, the impacts of climate change are not felt equally among all locations and all groups of people. Climate justice education is a form of social justice education that invites students to consider how the contributions toward and impacts of climate change differ across racial, socioeconomic, geographic, and intergenerational lines. Climate justice education can be impactful and may motivate climate actions and activism. To learn more about how climate justice education can be enacted, this mixed methods study sought to investigate Ohio secondary science teachers' climate justice and climate action teaching practices and their reasons for their instructional choices. Eighty-six Ohio secondary science teachers completed an electronic survey about their climate change teaching practices, and 26 of these teachers were interviewed to explain their practices. Research participants most often framed their climate change teaching as a global social issue and as a current problem with primarily physical impacts on the Earth. Most participants who taught about climate change address multiple climate actions and at least one climate justice issue. When participants address climate justice, they most commonly address geographic injustices and least often address racial injustices. Teachers most often teach individual, apolitical climate mitigation actions and seldom teach collective and/or adaptation actions. Implications for science teacher professional learning and curriculum development are discussed. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1419053 |
| Database: |
ERIC |