A Dozen Dos and Don’ts of Teaching Climate Change

Editorial| May 01 2024 A Dozen Dos and Don'ts of Teaching Climate Change Blake Touchet, Blake Touchet BLAKE TOUCHET is a Science Education Specialist and Deputy Director, respectively, at the National Center for Science Education. Touchet received NABT's Outstanding Biology Teacher Award for Louisiana in 2019; Branch received NABT's Evolution Education Award in 2020. email protected Search for other works by this author on: This Site PubMed Google Scholar Glenn Branch Glenn Branch GLENN BRANCH is a Science Education Specialist and Deputy Director, respectively, at the National Center for Science Education. Touchet received NABT's Outstanding Biology Teacher Award for Louisiana in 2019; Branch received NABT's Evolution Education Award in 2020. email protected Search for other works by this author on: This Site PubMed Google Scholar The American Biology Teacher (2024) 86 (5): 263–264. https://doi.org/10.1525/abt.2024.86.5.263 Views Icon Views Article contents Figures A Dozen Dos and Don'ts of Teaching Climate Change. The American Biology Teacher 1 May 2024; 86 (5): 263–264. doi: https://doi.org/10.1525/abt.2024.86.5.263 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Biology Teacher Search The teaching of global climate change is necessary for a comprehensive understanding of the natural world. Global citizens must understand the scientific underpinnings of climate change to make well-founded decisions in response to the rapidly altering global environment. These recommendations appear in a 2020 position statement on teaching climate change issued by NABT. But biology teachers have not always been equipped to do their part. In a representative survey of public middle and high school science teachers conducted by researchers at the National Center for Science Education and Penn State in 2014–15, 57% reported not having studied climate change themselves as preservice teachers. In the decade since, science teachers have been learning more about the science of climate change. But teaching it effectively is still a challenge. Based on our experiences working with climate change educators across the country, we offer the following list of dos and don'ts. Climate... You do not currently have access to this content.