Climate change visual representations in science lesson plans: selection rationales and psychological distance

This study examined the visual representations and selection rationales used by science teachers to teach about climate change. Twenty-five high school science teachers provided climate change lesson plans and completed a survey about their selection process for visual representations and their climate change instruction. Visual representations (n = 555) were coded for characteristics such as geographical and temporal psychological distance, and included 188 photos, 135 graphs, 97 graphics, 77 diagrams, 51 maps, five cartoons, and two tables. Results showed that teachers prioritized visual representations that showed climate change occurring over time and the seriousness of impact. However, teachers often did not prioritize knowing the source of the visual representations utilized and the dates associated with these visual representations in selecting visual representations. Findings of this study indicate that educators need access to validated and current climate change visual representations, as well as professional development in visual literacy.