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ERIC Number: EJ997567
Record Type: Journal
Publication Date: 2013
Pages: 25
Abstractor: As Provided
Reference Count: 48
ISSN: ISSN-0950-0693
Emotions about Teaching about Human-Induced Climate Change
Lombardi, Doug; Sinatra, Gale M.
International Journal of Science Education, v35 n1 p167-191 2013
Global climate change is receiving increasing attention as a classroom topic. At the same time, research has shown that individuals have strong emotions about the topic. Emotions about controversial topics and individuals' dispositions toward knowledge have been shown to influence judgments about these topics. This study examined the relationships among preservice elementary and in-service secondary science teachers' emotions about and plausibility perceptions of climate change, background knowledge of weather and climate distinctions (a principle related to understanding climate change), and dispositions toward knowledge. Teachers' topic emotions (anger and hopelessness) were significant predictors of plausibility perceptions, with more anger associated with lesser plausibility and greater hopelessness associated with higher plausibility. Decisiveness--an urgent desire to reach closure--was also significantly related to plausibility perceptions with greater decisiveness associated with reduced plausibility perceptions. In-service secondary teachers who do not currently teach about climate change exhibited greater anger and decisiveness than preservice elementary teachers and in-service secondary teachers who do teach about climate change. Implications for climate literacy education are discussed. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A