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ERIC Number: EJ1262327
Record Type: Journal
Publication Date: 2020
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1350-4622
Teachers' Uptake of Problematic Assumptions of Climate Change in the NGSS
Clark, Heather F.; Sandoval, William A.; Kawasaki, Jarod N.
Environmental Education Research, v26 n8 p1177-1192 2020
This case study presents the efforts of three high school teachers to design and implement climate change lessons in alignment with the Next Generation Science Standards (NGSS). Using three conceptual frameworks that organize the assumptions of the environment in the NGSS we examine how those assumptions influence teacher practice when teachers strive to align with the standards. Video recorded instruction of eight climate change-anchored lessons spanning three consecutive years were thematically coded. Results indicate that the problematic aspects of the NGSS's characterization of climate change can help explain the framing of environmental issues and the compartmentalization of humans relative to the climate science in teachers' lesson plans and instruction. The NGSS promulgate disconnected agency which appears in teacher and student talk in classrooms. Our analysis reveals opportunities to use standards to design interventions for classroom practice to support diverse students in countering the assumptions about the human-environment relationship embodied in the NGSS.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL1503511