Science research of anthropogenic climate change, also known as human-caused climate change, often becomes misconstrued by communication go-betweens, such as news media outlets, politicians, or researchers themselves. This dissemination of inaccurate or incomplete anthropogenic climate science information has the potential of hindering the learning process and overall student understanding. When teaching climate science, we must first consider the theory and research behind it. Then, it’s important to identify how an educator can effectively approach this topic in the classroom. Teachers must work to transmit accurate and credible climate science information for greater understanding of climate change to their students. 

What Research Tells Us 

Current research addresses multiple gaps in science communication to the public, including science education. Theoretical groundwork within this research uses a social constructivist point of view as to the education (i.e., understanding) and communication of climate change. As first proposed by Lev Vygotsky, social constructivism is when individuals learn from interactions of others, such as teachers, parents, and friends (Spector, 2016). The topic of climate change illustrates Vygotsky’s dialogue as news media, politicians, parents, teachers, friends, and social media all serve as sources for learning and understanding.  

A great deal of significant research argues that children should be properly informed and taught about climate change in early childhood education. In a study conducted among 29 year-six students (ages 11–12, comparable to the American sixth grade) in an Australian primary school, results found that with a mixed methods approach, students had a clearer understanding of climate change. Likewise, higher performance levels also indicate a higher level of concern in some students. The study outlined specific outcomes, including understanding the relationship of Australia and global environments, how various belief systems influence understanding of climate change, and evaluating how living things affect the environment. The results also communicated that students possessed significant misunderstandings at the beginning of the study. While some misconceptions were corrected among the cohort, some misconceptions persisted. “These authors point out that even when the existing conception is addressed and new information systematically introduced, the learner may still choose to remain with their initial conception. With highly resistant misconceptions, a period longer than one school term and more targeted activities may be required to produce conceptual or partial conceptual change” (Taber & Taylor, 2009). In short, the research suggests that continual reiteration of concepts regarding climate change from year to year in early childhood into secondary education courses may further assist students’ understandings.  

Research vs. Education 

It’s important to discuss similarities and differences between science education and science research, which can help provide appropriate communication. Similar themes are engagement, education, and entertainment; by contrast, science education focuses on what is occurring and how scientists figure out answers, while science research is argued to have more broadened goals. In this distinction, professors and researchers Ayelet Baram-Tsabari and Jonathan Osborne argue that because science research and education possess differing emphases, objectives within science education are called into question (Baram-Tsabari & Osborne, 2015). The researchers identify the problem of science not ever having a static or simple solution to humanity’s issues. This leads to a general belief that science education should be merely conceptual, a fatal flaw that leads to the division of scientific research and education. “Thus, if science education is really to deliver on its goal of educating students to be able to make enlightened choices, it needs to broaden its conception of what aspects of scientific knowledge it should address” (Baram-Tsabari & Osborne, 2015). Because of this divergence, Baram-Tsabari and Osborne discuss underlying issues of marrying science research within science education, including socio-political stance on society, knowledge gaps, and level of engagement specifically when attempting to interpret science articles and findings.  

Classroom Strategies & Techniques 

Because social constructivism plays a key role in understanding climate change, it is necessary to recognize that teachers, parents, students, and media play a role in the learning process. And it is imperative for educators to implement effective strategies when teaching climate change to secondary science students, including enhanced discussion, debate, analyzing current data sets, critical writing, case study scenarios, virtual learning, collaborative groups, and laboratory modeling and demonstrations. Furthermore, the Texas Essential Knowledge and Skills (TEKS) describes objectives whose content requires students to analyze human interactions with the environment—for example, let’s consider the increased carbon dioxide levels in the atmosphere via human activity versus naturally fluctuating (cyclical) carbon dioxide levels as a specific classroom discussion topic.  

According to the book The Strategic Teacher, there are two strategies that could be implemented to promote self-expression and interpersonal dialogue: extrapolation and decision-making. Extrapolation is a self-expressive strategy in which students see patterns behind texts and ideas. There are three steps: “Examine known or easily understood sources, [e.g., understand important concepts and vocabulary [like] carbon dioxide cycling, pollution, global warming, and climate change], extract the key structural elements from these sources [e.g., elevated carbon dioxide levels in the atmosphere increase global warming and thus, over time, shifts climate patterns], [and] put their newfound structural comprehension to work by using it to better understand a new source [e.g., the effect of pollution on global warming, glacial and ice cap melting, greenhouse effect, ozone layer, and aquatic viability; different views on the existence of global warming]” (Silver, Strong, & Perini, 2007). The authors claim this strategy primes students for new learning and is built upon analogical problem-solving. Extrapolation further builds upon existing knowledge of climate change while also building upon new information that may solidify learning or mitigate misconceptions. Critical writing may be introduced to link prior and new learning by preparing a speech, performing a dialogue between friends, or writing a news article that explains basic to more complex points of elevated carbon dioxide levels.  

The decision-making strategy allows students to become personally involved with what they are studying. Asking sample questions can invite students to develop powerful insight and opinion, while also making informed decisions on controversial issues. A probing question regarding elevated carbon dioxide levels could be providing students a statistic of how many vehicles on the road are contributing to fossil fuel emissions per developed country. For example, “Based on this information, what legislation could you enact if you lived in a country with higher fossil fuel emissions from vehicles to get to lower emissions?” The authors claim that using this method is a strategically important way to introduce a difficult or controversial topic. They also state that using case studies to show how an expert uses graphical analysis and other data sets to make informed decisions, as well as discussion briefs to continue the collaborative discourse on the topic at hand, are all forms of comparative thinking. For instance, the question regarding increased fossil fuel emissions per country asks students to categorize highest to lowest and implications thereof. “Recent research makes clear both the value and benefits of classroom decision making strategies … learning through decision making leads to higher levels of conceptual understanding because it lets students access and manipulate content through the lens of their own personal value system” (Silver, Strong, & Perini, 2007). This strategy could be utilized in case study scenarios, building experiments around simulating carbon dioxide emissions, analyzing virtual data or historical data of carbon dioxide levels and its implications, and preparing for debate or circle discussion regarding both sides of climate change.  

Active learning strategies also play a role in understanding points of climate change. Active learning involves any activity in which students play an active role in their individual learning. This participation is enhanced if they are provided choices and are shown their opinions are valued. A study conducted in 2013 by Kirk, et.al., entitled “Undergraduate Climate Education: Motivations, Strategies, and Successes, and Support” provided a survey to undergraduate faculty educators about successful strategies in teaching climate science. “Frequent responses emerged around the themes of using the local environment to learn about nearby climate impacts, creating active classroom experiences such as structured discussion or role playing, or using ‘hands-on’ lab activities” (Kirk, et. al., 2013). The authors pointed out that more than one strategy could be implemented by a single educator. Like the collaborative strategies mentioned in this work, debates and town hall meetings are included in active learning. Other approaches include using Google Earth and remote sensing or computer-based mapping with real data. Discussion and presentations, inquiry-driven hands-on laboratory activities, and citizen science (fieldwork) are also mentioned.  

This study may translate to secondary science climate change education. The authors also mention productivity in learning when considering a potentially controversial topic such as climate change to present or debate. “The range of values over climate change can be further highlighted by activities that employ role playing, negotiations, and opportunities for students to consider the points of view of diverse stakeholders. … Effective use of these activities allows for an understanding that values, emotion, and affect play a role in understanding climate impacts and climate policy and thus can help ease the divide that has arisen around climate change” (Kirk, et.al.). Active learning strategies may assist in correcting climate change misconceptions, and by communicating effectively with students and holding appropriate discussions on their particular level of understanding, culture, and environment, educators can assist in alleviating misconceptions from the beginning.  

Teachers, administrators, and students are subject to varied viewpoints and claims from nonscientific sources that may misconstrue climate science data or not provide accurate information for understanding. Their interactions with climate science ultimately influence how the information is transferred to those around them. Ultimately, any strategy used to mitigate communicative misconceptions of climate change executed with accuracy and actively has the potential to be effective. Furthermore, and perhaps just as important, various existing studies and research could provide additional context in effective teaching strategies for not only the topic of climate change, but other controversial topics that are in the media presence.  

References 

Baram-Tsabari, A., & Osborne, J. (2015). Bridging science education and science communication research. Journal of Research in Science Teaching, 52(2), 135-144. doi:10.1002/tea.21202 

Kirk, K. B., Gold, A. U., Ledley, T. S., Sullivan, S. B., Manduca, C. A., Mogk, D. W., & Wiese, K. (2014). Undergraduate climate education: motivations, strategies, successes, and support. Journal of Geoscience Education, 62(4), 538-549. doi:10.5408/13-054 

Silver, H. F., Strong, R. W., & Perini, M. J. (2007). The strategic teacher: selecting the right research-based strategy for every lesson. Alexandria, VA: ASCD. 

Spector, J. M. (2015). Foundations of educational technology: integrative approaches and interdisciplinary perspectives. London, England: Routledge. 

Taber, F., & Taylor, N. (2009). Climate of concern - a search for effective strategies for teaching children about global warming. International Journal of Environmental & Science Education, 4(2), 97-116. Retrieved from ijese.net