Do Emotions and Beliefs Predict Changes in Climate Change Knowledge Among Preservice Teachers?

• In Event: Sheraton Roundtable Session Sixteen
  In Roundtable Session: Knowledges, Policies, and Instruction in Climate Education (Table 9)

Abstract

Education may be one of the most important strategies we have to mitigate climate change. However, beliefs and emotions about climate change may impact knowledge growth among elementary preservice teachers, which could impact whether and how they teach about the topic. In the present study, preservice teachers enrolled in science content and pedagogy courses rated their beliefs and emotions related to climate change, and completed pre- and post-semester knowledge tests. Knowledge about climate change was low for participants, but there was a significant growth from pre- to post-test. Importantly, positively valenced emotions about teaching climate change – but not beliefs – predicted knowledge growth. The results support the importance of supporting positive emotions when teaching topics of climate change.

Authors

• Catherine M. Bohn-Gettler, College of Saint Benedict
  Presenting Author

• Diana Fenton, College of Saint Benedict
  Presenting Author

• Carly Mastrian, College of Saint Benedict
  Non-Presenting Author