Teacher Knowledge About Climate Change in the Context of Problem-Based Learning Professional Development

• In Event: Examining the Instruction and Learning Relationship: The Role of Teacher Knowledge, Curriculum, and Context

Abstract

Elementary teachers participated with an intense science education reform professional development program over the course of four weeks. The overarching topic of the academy was global climate change with an emphasis on problem-based learning. The objective of the study was to investigate teachers’ confidence levels as well as their basic understanding of climate change. A pre and post survey was administered at the beginning and end of the professional development academy. Pre-survey results indicated that elementary teachers had minimal understanding of basic climate change concepts. Initial results of the post-survey also indicated that teachers’ understanding of climate change was marginal once the professional development academy was over.

Authors

• Amanda Luh, George Mason University

• Susan Poland, George Mason University

• Danielle Kittrell, George Mason University

• David E. Long, George Mason University