Climate Change Visual Representations in Science Lesson Plans: Selection Rationales and Psychological Distance (Poster 2)

• In Event: Mapping the Terrain of Climate Change Education: Literacy, Curricula, Practices, and Policy

Abstract

This study examined the visual representations and selection rationales used by science teachers to teach climate change. Twenty-five high school teachers provided climate change lesson plans and completed a survey about their selection process for representations and their climate change instruction. Representations (n=555) were coded for characteristics such as geographical and temporal psychological distance. Representations included 188 photos, 135 graphs, 97 graphics, 77 diagrams, 51 maps, five cartoons, and two tables. Teachers prioritized representations that showed climate change occurring over time (n=150) and the seriousness of impact (n=136), but teachers did not know the sources of the visual representations used (n=386) and dates (n= 428). Results suggest teachers need vetted and visual representations and visual literacy professional development.

Authors

• M. Gail Jones, North Carolina State University

• Kathleen Bordewieck, North Carolina State University

• Rebecca V. Ward, State Climate Office of North Carolina

• Sarah J. Carrier, North Carolina State University

• Meghan McGlinn Manfra, North Carolina State University

• Madeline Stallard, North Carolina State University

• Tanzimul Ferdous, North Carolina State University

• Amber Jechell Meeks, North Carolina State University

• Elizabeth A. Shaver, North Carolina State University