Pre-service teachers’ understanding of climate science

January 1st, 2013 | RESEARCH

The findings of this study suggest that pre-service teachers do not adequately understand key concepts in climate science. They see the greenhouse effect as a problem, not as a natural phenomenon. By contrast, they inaccurately see chlorofluorocarbons as key contributors to global warming. The practical implication is that training programmes for teachers—and indeed for other learners—need to explain key terms more effectively. These programmes must also emphasize the links among causes, consequences, and solutions.


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Team Members

Heather King, Author, King's College London

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Audience: Educators | Teachers | Museum | ISE Professionals
Discipline: Climate | Education and learning science
Resource Type: Research Brief | Research Products
Environment Type: Informal | Formal Connections | K-12 Programs | Professional Development | Conferences | Networks | Professional Development and Workshops | Public Programs