Debunking Climate Myths Is Easy—Is It Really? An Explorative Case Study with Pre-Service Physics Teachers

Abstract

Climate change is a complex topic and hence makes teaching climate change a demanding task. This is especially because climate change still represents a (socially) controversial topic and students may be confronted with misrepresentations and misinformation about climate change in their daily lives. Therefore, it is important that science teachers are equipped with skills to properly respond to or “debunk” climate change misinformation, and to train their students on how to identify and respond to misinformation. To address this, we developed an intervention based on inoculation theory and known debunking techniques to foster physics pre-service teachers’ debunking skills as well as their self-efficacy to confront climate misinformation. Through the intervention, we showed that the participants increased their debunking skills and they showed more accurate assessments of their own skills. We conclude that this approach is promising to foster pre-service teachers’ perceived competence to teach the demanding topic of climate change. Finally, our approach generally shows potential in preparing future teachers to teach other controversial topics where misinformation is abundant.