1st Edition

Teaching and Learning about Climate Change
A Framework for Educators

ISBN 9781138642621
Published February 14, 2017 by Routledge
280 Pages 35 B/W Illustrations

USD $56.95

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Book Description

Responding to the issues and challenges of teaching and learning about climate change from a science education-based perspective, this book is designed to serve as an aid for educators as they strive to incorporate the topic into their classes. The unique discussion of these issues is drawn from the perspectives of leading and international scholars in the field. The book is structured around three themes: theoretical, philosophical, and conceptual frameworks for climate change education and research; research on teaching and learning about global warming and climate change; and approaches to professional development and classroom practice.

Table of Contents


Section I. Theoretical, philosophical, and conceptual frameworks for climate change education and research

1. Teaching climate science as history

Spencer Weart

2. The role of history and nature of science in climate change teaching and learning

Michael P. Clough and Benjamin C. Herman

3. System thinking and teaching in the context of climate system and climate change

Anita Roychoudhury, Daniel P. Shepardson, and Andrew S. Hirsch

4. Attending to emotional expressions about climate change: A framework for teaching and learning

Elizabeth Hufnagel

5. Using a socioscientific issues framework for climate change education: An ecojustice approach Dana L. Zeidler and Mark Newton

Section II. Research on teaching and learning about global warming and climate change

6. Students’ conception of a climate system: Implications for teaching and learning

Daniel P. Shepardson, Anita Roychoudhury, Andrew S. Hirsch, and Sara Top

7. Using conceptual and physical models to develop students’ mental models of the greenhouse effect

Daniel P. Shepardson, Anita Roychoudhury, and Andrew S. Hirsch

8. Unpacking the climate change performance expectations in the Next Generation Science Standards

Wendy R. Johnson and Charles W. Anderson

9. Fundamental climate literacy and the promise of the NGSS

KC Busch and Diego Román

10. Supporting the inclusion of climate change in U.S. science education curricula by use of learning progressions

J. Randy McGinnis, Wayne Breslyn, Chris McDonald, and Emily Hestness

11. Climate change as an issue for socio-scientific issues teaching and learning

Amanda Peel, Troy D. Sadler, Andrew T. Kinslow, Laura Zangori, and Patricia Friedrichsen

12. "This idea they have is not really to me, like, true:" How seventh grade students make meaning of scientific arguments about the impact of global warming on tornadoes and hurricanes Soyoung Choi and Dan Shepardson

Section III. Approaches to professional development and classroom practice

13. Using NGSS crosscutting concepts as a tool for climate change and citizenship education

Hannah K. Miller and Charles W. Anderson

14. The Earth’s energy budget

Andrew S. Hirsch

15. Teaching informed by conceptual difficulties with understanding the greenhouse effect

Nicole Strickhouser, Anita Roychoudhury, Andrew S. Hirsch, and Jignesh V. Mehta

16. Developing and implementing a climate science toolkit for informal and formal educators Olivia Kellner

17. Adaptation of the Dynamics of Climate toolkit for informal and formal educators in the local community

Olivia Kellner, Brandy Yost, and Leslie Webb

18. Doubt and denial as challenges to, and in, teaching climate change

Minda Berbeco, Glenn Branch, & Kate Heffernan

About the Authors

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Daniel P. Shepardson is Professor of Geoenvironmental and Science Education, Departments of Curriculum and Instruction and Earth, Atmospheric, and Planetary Sciences, Purdue University, USA.

Anita Roychoudhury is Professor of Curriculum and Instruction (Science Education/Physics Education) at Purdue University, USA.

Andrew S. Hirsch is Professor of Physics, Department of Physics and Astronomy, Purdue University, USA.


"This book is likely to be of interest to you if you are concerned about how the public perceives the issue of climate change... "It will also be of interest to you if you are interested in how students’ beliefs affect the way they interpret evidence for any scientific theory..."— Carol Tear, School Science Review