Examining Ontario’s Pre- and In-service Elementary Teachers’ Knowledge about Climate Change and Climate Change Education

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Abstract

This study investigates the climate change knowledge of Ontario’s pre- and in-service elementary teachers using a quantitative survey approach. Data were collected through an online questionnaire. Findings reveal that both groups demonstrate a strong understanding of climate change; however, gaps remain, particularly in recognizing non-anthropogenic factors influencing global climate patterns. These misconceptions may hinder effective classroom instruction. Despite these gaps, there is no significant difference in overall knowledge levels between pre- and in-service teachers. The results suggest a need to strengthen climate change education in both pre-service training and in-service professional development. Addressing these gaps can support more accurate and confident teaching of climate science, ultimately improving climate literacy among elementary students in Ontario.

Authors

• Shiva Javanmardi, Western University

• Anton Puvirajah, Western University