Teaching and learning about climate change : a framework for educators / edited by Daniel P. Shepardson, Anita Roychoudhury, and Andrew S. Hirsch.

About the Editors

Daniel P. Shepardson is Professor of Geoenvironmental and Science Education, Departments of Curriculum and Instruction and Earth, Atmospheric, and Planetary Sciences, Purdue University, USA.

Anita Roychoudhury is Professor of Curriculum and Instruction (Science Education/Physics Education) at Purdue University, USA.

Andrew S. Hirsch is Professor of Physics, Department of Physics and Astronomy, Purdue University, USA.

Preface --
Section I. Theoretical, philosophical, and conceptual frameworks for climate change education and research. Teaching climate science as history / Spencer Weart --
The role of history and nature of science in climate change teaching and learning / Michael P. Clough and Benjamin C. Herman --
System thinking and teaching in the context of climate system and climate change / Anita Roychoudhury, Daniel P. Shepardson, and Andrew S. Hirsch --
Attending to emotional expressions about climate change : a framework for teaching and learning / Elizabeth Hufnagel --
Using a socioscientific issues framework for climate change education : an ecojustice approach / Dana L. Zeidler and Mark H. Newton --
Section II. Research on teaching and learning about global warming and climate change. Students' conception of a climate system : implications for teaching and learning / Daniel P. Shepardson, Anita Roychoudhury, Andrew S. Hirsch, and Sara M. Top --
Using conceptual and physical models to develop students' mental models of the greenhouse effect / Daniel P. Shepardson, Anita Roychoudhury, and Andrew S. Hirsch --
Unpacking the climate change performance expectations in the next generation science standards / Wendy R. Johnson and Charles W. Anderson --
Fundamental climate literacy and the promise of the next generation science standards / K.C. Busch and Diego Román --
Supporting the inclusion of climate change in U.S. science education curricula by use of learning progressions / J. Randy McGinnis, Wayne Breslyn, R. Christopher McDonald, and Emily Hestness --
Climate change as an issue for socio-scientific issues teaching and learning / Amanda Peel, Troy D. Sadler, Andrew T. Kinslow, Laura Zangori, and Patricia Friedrichsen --
"This idea they have is not really to me, like, true" : how seventh grade students make meaning of scientific arguments about the impact of global warming on tornadoes and hurricanes / Soyoung Choi and Daniel P. Shepardson --
Section III. Approaches to professional development and classroom practice. Using next generation science standards' crosscutting concepts as a tool for climate change and citizenship education / Hannah K. Miller and Charles W. Anderson --
The earth's energy budget / Andrew S. Hirsch --
Teaching informed by conceptual difficulties with understanding the greenhouse effect / Nicole Strickhouser, Anita Roychoudhury, Andrew S. Hirsch, and Jignesh V. Mehta --
Developing and implementing a climate science toolkit for informal and formal educators / Olivia Kellner --
Adaptation of the dynamics of climate toolkit for informal and formal educators in the local community / Olivia Kellner, Brandy Yost, and Leslie Webb --
Doubt and denial as challenges to, and in, teaching climate change / Minda Berbeco, Kate Heffernan, and Glenn Branch.

Responding to the issues and challenges of teaching and learning about climate change from a science education-based perspective, this book is designed to serve as an aid for educators as they strive to incorporate the topic into their classes. The unique discussion of these issues is drawn from the perspectives of leading and international scholars in the field. The book is structured around three themes: theoretical, philosophical, and conceptual frameworks for climate change education and research; research on teaching and learning about global warming and climate change; and approaches to professional development and classroom practice.