The Effects of Climate Change Education Professional Development on Teacher Implementation Decisions and Student Learning Outcomes

• In Event: 34.079 - Roundtable Session 14
  In Roundtable Session: 34.079-17 - Eco-Critical Engagement With College Students and Adult Learners

Abstract

The development of the Next Generation Science Standards represents an attempt to standardize science education toward common learning goals, including the topic of climate change. Despite the policy impetus and societal importance, many teachers have limited formal preparation with climate change, as it is not typically included in their training. We report on the development, design, pedagogical enactment and subsequent effects on student learning of a climate change PD. Our goal is to show how design considerations shaped the instructional context, which in turn shaped student learning. Specifically, we focus on the following research question: How is climate change education introduced in different learning environments following teacher participation in a climate PD program, and with what effects on student learning?

Authors

• Andrea Drewes, University of Delaware

• Joseph A. Henderson, University of Delaware

• Chrystalla Mouza, University of Illinois at Urbana-Champaign