Barriers and opportunities for climate change education: The case of Dallas-Fort Worth in Texas

Abstract

This article reports on a survey of the general public and science teachers in Dallas-Fort Worth, Texas, to identify major barriers and opportunities for climate change education and action. Respondents were aware of some local risks, some basic climate science, and the need to conserve resources, but they were prone to common misconceptions and skepticism about climate change. Teachers largely supported teaching climate change but reported a lack of training, time, resources, and the absence of climate change in the state curriculum as barriers. Drawing on survey results and international literature, recommended actions to improve formal and informal education on the climate emergency include emphasizing positive messages, focusing on local impacts, and using participatory and active learning.

Keywords:

• climate change
• climate literacy
• extreme weather
• general public
• informal education
• science teachers

Acknowledgements

We sincerely thank all survey respondents, as well as UTA student volunteers, Jiyoon Yoon (UTA Curriculum and Instruction), Karen Allmond (UTA Curriculum and Instruction), Mary Urquhart (UTeach Dallas Teacher Workshop) and an anonymous science director from a DFW ISD for their help in conducting the surveys.

Additional information

Funding

This project received funding from the University of Texas at Arlington Interdisciplinary Research Program for the academic year 2015–2016.