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ERIC Number: EJ1104645
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1450-104X
An Investigation of Science Educators' View of Roles and Responsibilities for Climate Change Education
McGinnis, J. Randy; McDonald, Chris; Hestness, Emily; Breslyn, Wayne
Science Education International, v27 n2 p179-193 2016
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.
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:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Higher Education; Postsecondary Education; Middle Schools; Junior High Schools; High Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1043262