A comparison of California and Texas secondary science teachers’ perceptions of climate change

Abstract

This study investigates climate change perceptions of secondary science teachers in a Blue state and a Red state. A total of 832 secondary science teachers, 456 from California, and 376 from Texas public schools responded to an online questionnaire regarding their climate change perceptions. Findings indicate that a significant proportion of teachers in both states lack adequate knowledge and have misconceptions about basic climate change concepts. However, California teachers have a better understanding and fewer misconceptions about the greenhouse effect. More California than Texas teachers emphasize the scientific consensus about climate change anthropogenic causes, while more Texas than California teachers send conflicting messages by emphasizing climate change’s natural causes and scientific consensus about its anthropogenic causes. Study findings reveal a significant association between teachers’ political orientation and their views of the scientific consensus about climate change anthropogenic causes. The notable differences in teachers’ understanding of climate change, instructional approaches, and views of the scientific consensus between responding California and Texas teachers suggest that climate change is taught differently in the two states. Findings highlight the need for additional in-service training to improve teachers’ climate knowledge, climate science communication, the epistemology of science knowledge, and the ethics of professional responsibility.