An Investigation of Science Educators' View of Roles and Responsibilities for Climate Change Education

Autor/inn/en	McGinnis, J. Randy; McDonald, Chris; Hestness, Emily; Breslyn, Wayne
Titel	An Investigation of Science Educators' View of Roles and Responsibilities for Climate Change Education
Quelle	In: Science Education International, 27 (2016) 2, S.179-193 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1450-104X
Schlagwörter	Science Teachers; Teacher Role; Teacher Responsibility; Climate; Environmental Education; Teacher Attitudes; Social Responsibility; Instructional Program Divisions; Faculty Development; Social Influences; Science Education; Expertise; Questionnaires; Qualitative Research; Case Studies; College Faculty; Middle School Teachers; Secondary School Teachers; High Schools + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Lehrverpflichtung; Klima; Umweltbildung; Umwelterziehung; Umweltpädagogik; Lehrerverhalten; Soziale Verantwortung; Sozialer Einfluss; Naturwissenschaftliche Bildung; Expert appraisal; Fragebogen; Qualitative Forschung; Case study; Fallstudie; Case Study; Fakultät; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; Oberschule
Abstract	This exploratory study investigates what science educators from differing groups (outside of higher education--informal and formal (K-12) and inside of higher education--content and pedagogy experts) believe are the roles and responsibilities (and what actions these might involve) in climate change education for: 1) their group of educators, and 2) other groups of educators, for climate change. A hybrid theoretical perspective (interactionism and social constructivism) was used. Written data were analyzed using a delimited discourse methodology to make sense of the participants' thinking of roles and responsibilities for climate change education. The psychosociological construct "diffusion of responsibility" provided a useful interpretative lens. Findings suggest that science educators from different groups hold differing views of roles and responsibilities for climate change education, which may lead to a damaging diffusion of responsibility for effective climate change education. Recommendations for effective professional development in climate change education are suggested to ameliorate the potential for a diffusion of responsibility. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01