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    Science Teachers' Perspectives about Climate Change

    Access Status
    Fulltext not available
    Authors
    Dawson, Vaille
    Date
    2012
    Type
    Journal Article
    
    Metadata
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    Citation
    Dawson, Vaille. 2012. Science Teachers' Perspectives about Climate Change. Teaching Science 58 (3): pp. 8-13.
    Source Title
    Teaching Science
    ISSN
    1449-6313
    URI
    http://hdl.handle.net/20.500.11937/12751
    Collection
    • Curtin Research Publications
    Abstract

    Climate change and its effects are likely to present challenging problems for future generations of young people. It is important for Australian students to understand the mechanisms and consequences of climate change. If students are to develop a sophisticated understanding, then science teachers need to be well-informed about climate change science. In this pilot study, thirty-nine science teachers and 417 Year 9/10 students from thirteen Western Australian schools were surveyed about their views of the importance of climate change science. Teachers and students also responded to questions to ascertain their understanding of climate change science, the challenges and consequences of climate change. Preliminary findings indicate that most of these teachers have a sound understanding of climate change science, recognising the importance of the greenhouse effect for life and the relationship between greenhouse effect and temperature. However, a proportion of teachers do not teach any climate change science. In this paper, the findings from the teachers are reported along with implications for preservice and inservice teacher education and curriculum development.

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