Abstract
The following article examines the implementation and controversy that surround climate change education and the implementation of the Next Generation Science Standards (NGSS). In order to fully understand why NGSS and climate change education continue to generate significant public debate, one must examine the work of both climate advocates and detractors. Therefore, this paper first examines the manner in which climate change continues to remain a debatable topic of discussion throughout American classrooms despite overwhelming scientific consensus. After, it explores how the debate over climate change stems from differing ethical cornerstones. Moreover, it delves into the oppositional perspective on climate change implementation by exploring the work of Truth in Texas Textbooks (TTT). Subsequently, it introduces and analyzes the creation and implementation of NGSS and discusses how adoption of NGSS and stronger levels of opposition to TTT is responsive policy that remains a necessary step to challenging global issues created by climate change.
Highlights
President Donald Trump’s announcement in June 2017 that the United States intended to withdraw from the Paris climate agreement continues to receive both praise and critique from private citizens, public policy organizations, the scientific community, and world leaders (BBC News, 2017)
Several state governors vowed to uphold clean power standards and comply with goals of the Paris climate agreement, without more significant attention to the issue of climate change the US government will fail to meet the overall goals of the agreement (Plumer, 2017)
As political controversy continues to spread throughout the United States, reformers continue to look towards schools to educate and empower students to tackle climate change in order to alleviate future catastrophe for those in and barely out of extreme poverty (Harmon, 2017)
Summary
Climate change continues to threaten the well-being of people across the world, especially among populations living in impoverished conditions. The following section provides background information about how American schools continue to debate the existence of climate change despite the prevalence of threatening natural conditions
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