Developing Elementary Teachers’ Self-Efficacy for Climate Change Teaching and Climate Change Knowledge Using Learning Technologies (Poster 14)

• In Event: Sunday Poster Session 7:45 am
  In Poster Session: Multiple Perspectives of Technology as an Agent of Change in Teaching and Learning

Abstract

Teaching climate change in elementary schools needs to be place-based and justice-centered, using technology as a scaffold. Additionally, elementary teachers need support through professional activities to increase their climate change self-efficacy, as well as a climate change unit to teach. This study examines how climate change professional learning activities that incorporate learning technologies affect teachers' self-efficacy and climate change literacy, or beliefs and attitudes about teaching climate change science to in-service elementary teachers. As part of this study, preliminary findings will be shared around the impact of climate change professional activities on elementary teachers' (a) self-efficacy, (b) climate change literacy, and (c) how learning technologies can scaffold elementary teachers' literacy and self-efficacy around teaching about climate change.

Authors

• Amal Ibourk, Florida State University

• Lauren Wagner, Florida State University

• Khadija Zogheib, Florida State University