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Secondary Science Teachers' Views and Approaches for Teaching for Climate Justice and Action

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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
FullText Text:
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  Data: Secondary Science Teachers' Views and Approaches for Teaching for Climate Justice and Action
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  Data: <searchLink fieldCode="AR" term="%22Lisa+A%2E+Borgerding%22">Lisa A. Borgerding</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8197-5237">0000-0001-8197-5237</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jennifer+L%2E+Heisler%22">Jennifer L. Heisler</searchLink><br /><searchLink fieldCode="AR" term="%22Breanna+C%2E+Beaver%22">Breanna C. Beaver</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8611-3924">0000-0002-8611-3924</externalLink>)<br /><searchLink fieldCode="AR" term="%22A%2E+O%2E+Prince%22">A. O. Prince</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4852-3073">0000-0003-4852-3073</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Science+Teacher+Education%22"><i>Journal of Science Teacher Education</i></searchLink>. 2024 35(3):320-342.
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  Data: 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
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  Data: 23
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Climate%22">Climate</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Justice%22">Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Education%22">Environmental Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Surveys%22">Teacher Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Problems%22">Social Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ohio%22">Ohio</searchLink>
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  Data: 10.1080/1046560X.2023.2265715
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  Data: 1046-560X<br />1573-1847
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  Data: 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.
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  Data: 2024
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        Value: 10.1080/1046560X.2023.2265715
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      – Text: English
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        PageCount: 23
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    Subjects:
      – SubjectFull: Climate
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Justice
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      – SubjectFull: Environmental Education
        Type: general
      – SubjectFull: Teacher Surveys
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Social Problems
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      – SubjectFull: Faculty Development
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      – SubjectFull: Curriculum Development
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      – SubjectFull: Ohio
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      – TitleFull: Secondary Science Teachers' Views and Approaches for Teaching for Climate Justice and Action
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