Abstract
Given the recent media attention on thePUBLIC’s shift in opinion toward being more skeptical about climate change, 154 preservice teachers’ participated in an intervention in an elementary science methods course. Findings indicated that students developed a deeper level of concern about climate change. Their perceptions on the evidence for climate change, consensus of scientists, impacts of climate change, and influence of politics also changed significantly. The curriculum and instruction appear to be an important factor in increasing understanding of climate change and developing perceptions more aligned to those of climate scientists. More broadly, this study provides preliminary support for the value of providing a careful framing of the topic of climate change within the context of science methods courses.
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