Document Type
Article
Publication Date
2024
Abstract
This article discusses how to teach the science of climate change as a call for introducing critical thinking in science teacher education programs and professional development. It can be argued that to get a science student to develop his/her critical thinking skills to think outside the box, teachers must work to overcome the student’s and their own dogmatic beliefs, hardened biases, and motivated and/or distorted reasoning. The article shows how teacher education programs and professional development providers should change their methods and strategies by providing a framework to overcome the key elements of the problem of teaching the science of climate change, and by providing some high-quality resources to teach this topic with practical ideas made available for teachers at all levels.
College/Unit
College of Arts, Sciences and Technology
Academic Department
Not Listed
Publication or Event Title
International Journal of Teacher Education and Professional Development
Volume
7
Issue
1
First Page
1
Last Page
14
DOI
10.4018/IJTEPD.347220
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Talavera, I. (2024). The Problem of Teaching the Science of Climate Change: A Call for Critical Thinking in Teacher Education and Professional Development. International Journal of Teacher Education and Professional Development, 7 (1), 1-14. https://doi.org/10.4018/IJTEPD.347220