Citations (64)
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Richard Beach. (2023) Addressing the Challenges of Preparing Teachers to Teach about the Climate Crisis. The Teacher Educator 58:4, pages 507-522.
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Rif’ati Dina Handayani & Triyanto. (2022) Seventh-grade students’ conceptions of climate change, global warming, and the greenhouse effect. Journal of Geoscience Education 70:4, pages 490-500.
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Umran Betul Cebesoy & Dilek Karisan. (2022) Teaching the role of forests in mitigating the effects of climate change using outdoor educational workshop. Research in Science & Technological Education 40:3, pages 340-362.
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Vaille Dawson, Efrat Eilam, Sakari Tolppanen, Orit Ben Zvi Assaraf, Tuba Gokpinar, Daphne Goldman, Gusti Agung Paramitha Eka Putri, Agung Wijaya Subiantoro, Peta White & Helen Widdop Quinton. (2022) A cross-country comparison of climate change in middle school science and geography curricula. International Journal of Science Education 44:9, pages 1379-1398.
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Devarati Bhattacharya, Kimberly Carroll Steward & Cory T. Forbes. (2021) Empirical research on K-16 climate education: A systematic review of the literature. Journal of Geoscience Education 69:3, pages 223-247.
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Samuel Cornelius Nyarko & Heather L. Petcovic. (2021) Ghanaian preservice science teachers’ knowledge of ozone depletion and climate change, and sources of their knowledge. International Journal of Science Education 43:10, pages 1554-1575.
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Rana Khalidi & John Ramsey. (2021) A comparison of California and Texas secondary science teachers’ perceptions of climate change. Environmental Education Research 27:5, pages 669-686.
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Asli Sezen-Barrie & Gili Marbach-Ad. (2021) Cultural-historical analysis of feedback from experts to novice science teachers on climate change lessons. International Journal of Science Education 43:4, pages 497-528.
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Lorna Jarrett & George Takacs. (2020) Secondary students’ ideas about scientific concepts underlying climate change. Environmental Education Research 26:3, pages 400-420.
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Hui-Hui Wang, Devarati Bhattacharya & Bryanna J. Nelson. (2020) Secondary agriculture teachers’ knowledge, beliefs and, teaching practices of climate change. The Journal of Agricultural Education and Extension 26:1, pages 5-17.
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Martha C. Monroe, Richard R. Plate, Annie Oxarart, Alison Bowers & Willandia A. Chaves. (2019) Identifying effective climate change education strategies: a systematic review of the research. Environmental Education Research 25:6, pages 791-812.
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Bahadir Namdar. (2018) Teaching global climate change to pre-service middle school teachers through inquiry activities. Research in Science & Technological Education 36:4, pages 440-462.
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Sara E. Harris & Anne U. Gold. (2018) Learning molecular behaviour may improve student explanatory models of the greenhouse effect. Environmental Education Research 24:5, pages 754-771.
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Andrea Drewes, Joseph Henderson & Chrystalla Mouza. (2018) Professional development design considerations in climate change education: teacher enactment and student learning. International Journal of Science Education 40:1, pages 67-89.
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Emrah Higde, Ceren Oztekin & Elvan Sahin. (2017) Turkish pre-service science teachers' awareness, beliefs, values, and behaviours pertinent to climate change. International Research in Geographical and Environmental Education 26:3, pages 253-263.
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Mageswary Karpudewan & Nur Sabrina Mohd Ali Khan. (2017) Experiential-based climate change education: fostering students' knowledge and motivation towards the environment. International Research in Geographical and Environmental Education 26:3, pages 207-222.
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Simon Catling. (2017) Not nearly enough geography! University provision for England’s pre-service primary teachers. Journal of Geography in Higher Education 41:3, pages 434-458.
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Peggy McNeal, Heather Petcovic & Patricia Reeves. (2017) What is motivating middle-school science teachers to teach climate change?. International Journal of Science Education 39:8, pages 1069-1088.
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Emily Hestness, J. Randy McGinnis, Wayne Breslyn, R. Christopher McDonald & Chrystalla Mouza. (2017) Examining Science Educators’ Perspectives on Learning Progressions in a Climate Change Education Professional Development Program. Journal of Science Teacher Education 28:3, pages 250-274.
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Chew-Hung Chang & Liberty Pascua. (2016) Singapore students' misconceptions of climate change. International Research in Geographical and Environmental Education 25:1, pages 84-96.
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Matthew S. Van Den Broeke & Leilani Arthurs. (2015) Conceptions of Tornado Wind Speed and Land Surface Interactions Among Undergraduate Students in Nebraska. Journal of Geoscience Education 63:4, pages 323-331.
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Julie C. Libarkin, Stephen R. Thomas & Gabriel Ording. (2015) Factor Analysis of Drawings: Application to college student models of the greenhouse effect. International Journal of Science Education 37:13, pages 2214-2236.
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Burçkin Dal, Umut Alper, Yasemin Özdem-Yilmaz, Nilay Öztürk & Duygu Sönmez. (2015) A model for pre-service teachers' climate change awareness and willingness to act for pro-climate change friendly behavior: adaptation of awareness to climate change questionnaire. International Research in Geographical and Environmental Education 24:3, pages 184-200.
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James A. Brey, Elizabeth W. Mills, Elizabeth A. Day-Miller, Ira W. Geer, Robert S. Weinbeck, Bernard A. Blair, Edward J. Hopkins, Kathryn L. O'Neill, Kira A. Nugnes & A. Asokan. (2015) The AMS DataStreme Earth's Climate System Teacher Professional Development Course: Results from a Three-Year Study. Journal of Geoscience Education 63:1, pages 47-56.
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Mageswary Karpudewan, Wolff-Michael Roth & Mohd Nor Syahrir Bin Abdullah. (2015) Enhancing Primary School Students' Knowledge about Global Warming and Environmental Attitude Using Climate Change Activities. International Journal of Science Education 37:1, pages 31-54.
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Karen S. McNeal, Scott L. Walker & David Rutherford. (2014) Assessment of 6- to 20-Grade Educators' Climate Knowledge and Perceptions: Results From the Climate Stewardship Survey. Journal of Geoscience Education 62:4, pages 645-654.
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Helen Cox, Kimberle Kelly & Laura Yetter. (2014) Using Remote Sensing and Geospatial Technology for Climate Change Education. Journal of Geoscience Education 62:4, pages 609-620.
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Robert E. Bleicher. (2014) A collaborative action research approach to professional learning. Professional Development in Education 40:5, pages 802-821.
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Julie Lee Lambert & Robert E. Bleicher. (2014) Improving Climate Change Communication Starting with Environmental Educators. Journal of Geoscience Education 62:3, pages 388-401.
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Emily Hestness, R. Christopher McDonald, Wayne Breslyn, J. Randy McGinnis & Chrystalla Mouza. (2014) Science Teacher Professional Development in Climate Change Education Informed by the Next Generation Science Standards. Journal of Geoscience Education 62:3, pages 319-329.
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Kathryn A. Baldwin & C. M. Cooper. (2014) Online and On-Campus Historical Geology Students' Prior Ideas About Global Climate Change. Journal of Geoscience Education 62:3, pages 410-416.
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Karen S. McNeal, Kristen St. John & Susan Buhr Sullivan. (2014) Introduction to the Theme: Outcomes of Climate Literacy Efforts (Part 1). Journal of Geoscience Education 62:3, pages 291-295.
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Julie L. Lambert & Robert E. Bleicher. (2013) Climate Change in the Preservice Teacher’s Mind. Journal of Science Teacher Education 24:6, pages 999-1022.
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Articles from other publishers (31)
Thomas Schubatzky, Rainer Wackermann, Carina Wöhlke, Claudia Haagen-Schützenhöfer, Marko Jedamski, Hannes Lindemann & Kai Cardinal. (2023) Entwicklung des Concept-Inventory CCCI-422 zu den naturwissenschaftlichen Grundlagen des KlimawandelsDevelopment of the Concept Inventory CCCI-422 Regarding the Underlying Scientific Principles of Climate Change. Zeitschrift für Didaktik der Naturwissenschaften 29:1.
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Verónica Abasto, Antonia Larraín, Claudia Vergara & Hernán Cofré. (2023) Alternative Conceptions About Climate Change in a Group of Teachers in Chile: Are Science Teachers More Knowledgeable Than Non-Science Teachers?. ECNU Review of Education.
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Anna-Kathryn Leve, Hanno Michel & Ute Harms. (2023) Implementing climate literacy in schools — what to teach our teachers?. Climatic Change 176:10.
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Mercedes Varela-Losada, Uxío Pérez-Rodríguez, María Lorenzo-Rial & Pedro Vega-Marcote. 2023. Handbook of Sustainability Science in the Future. Handbook of Sustainability Science in the Future
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Paula Reveco-Quiroz, José Sandoval-Díaz & Danilo Alvares. (2022) Bayesian modeling for pro-environmental behavior data: sorting and selecting relevant variables. Stochastic Environmental Research and Risk Assessment 36:11, pages 3961-3977.
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Thomas Schubatzky & Claudia Haagen-Schützenhöfer. (2022) Debunking Climate Myths Is Easy—Is It Really? An Explorative Case Study with Pre-Service Physics Teachers. Education Sciences 12:8, pages 566.
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Hatice Feray Arı, Berna Kırhan & Murat Arı. (2022) Successfully Treated Severe Colchicine Intoxication in an Adolescent. Turkish Journal of Intensive Care 20:2, pages 102-105.
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Veronika Winter, Johanna Kranz & Andrea Möller. (2022) Climate Change Education Challenges from Two Different Perspectives of Change Agents: Perceptions of School Students and Pre-Service Teachers. Sustainability 14:10, pages 6081.
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Johanna Kranz, Martin Schwichow, Petra Breitenmoser & Kai Niebert. (2022) The (Un)political Perspective on Climate Change in Education—A Systematic Review. Sustainability 14:7, pages 4194.
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Chia-Yu Wang. 2022. Innovative Approaches to Socioscientific Issues and Sustainability Education. Innovative Approaches to Socioscientific Issues and Sustainability Education
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P. Troy White, Kattlyn J. Wolf & Jodi Johnson‐Maynard. (2022) Changes in teacher attitudes relating to climate science. Natural Sciences Education 51:2.
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Nathan Anderson Quarderer, Gavin W. Fulmer, Brian Hand & Ted A. Neal. (2021) Unpacking the connections between 8th graders' climate literacy and epistemic cognition. Journal of Research in Science Teaching 58:10, pages 1527-1556.
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Sophia Jeong, Brandon Sherman & Deborah J. Tippins. (2021) The Anthropocene as we know it: posthumanism, science education and scientific literacy as a path to sustainability. Cultural Studies of Science Education 16:3, pages 805-820.
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Gonzalo M. A. Bermudez & Petra Lindemann-Matthies. (2018) “What Matters Is Species Richness”—High School Students’ Understanding of the Components of Biodiversity. Research in Science Education 50:6, pages 2159-2187.
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M. Rut Jiménez-Liso, Manuela González-Herrera & Isabel Banos-González. (2020) Socio-Ecological Controversies in the News as Trigger of a Model-Based Inquiry Instructional Sequence about the Effect of Global Warming on the Great Barrier Reef. Sustainability 12:11, pages 4676.
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Vaille Dawson & Katherine Carson. (2018) Introducing Argumentation About Climate Change Socioscientific Issues in a Disadvantaged School. Research in Science Education 50:3, pages 863-883.
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Margaret M. Yacobucci. 2018. Confronting Prior Conceptions in Paleontology Courses. Confronting Prior Conceptions in Paleontology Courses.
Tamara Pérez Nieto & F. Javier Perales Palacios. (2018) El cambio climático visto desde internet: una evaluación de su contenido y mensaje. Estudios sobre el Mensaje Periodístico 24:2, pages 1507-1524.
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Julie C. Libarkin, Anne U. Gold, Sara E. Harris, Karen S. McNeal & Ryan P. Bowles. (2018) A new, valid measure of climate change understanding: associations with risk perception. Climatic Change 150:3-4, pages 403-416.
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Casey R. Meehan, Brett L. M. Levy & Lauren Collet-Gildard. (2018) Global climate change in U.S. high school curricula: Portrayals of the causes, consequences, and potential responses. Science Education 102:3, pages 498-528.
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Osman Aksit, Karen S. McNeal, Anne U. Gold, Julie C. Libarkin & Sara Harris. (2018) The influence of instruction, prior knowledge, and values on climate change risk perception among undergraduates. Journal of Research in Science Teaching 55:4, pages 550-572.
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Mark Polikovsky, Avigdor Sharon & Alexander Golberg. (2018) Enhancing energy literacy in children using zn/cu/potato batteries. F1000Research 7, pages 24.
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Chew-Hung Chang & Liberty Pascua. 2017. The Power of Geographical Thinking. The Power of Geographical Thinking
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Liberty Pascua & Chew-Hung Chang. (2015) Using intervention-oriented evaluation to diagnose and correct students’ persistent climate change misconceptions: A Singapore case study. Evaluation and Program Planning 52, pages 70-77.
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Kathryn I. Danielson & Kimberly D. Tanner. (2015) Investigating Undergraduate Science Students’ Conceptions and Misconceptions of Ocean Acidification. CBE—Life Sciences Education 14:3, pages ar29.
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P. Troy White, Kattlyn J. Wolf, Jodi L. Johnson-Maynard, Jonathan J. Velez & Sanford D. Eigenbrode. (2014) Secondary Climate Change Education in the Pacific Northwest. Natural Sciences Education 43:1, pages 85-93.
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Alec M. Bodzin & Qiong Fu. (2013) The Effectiveness of the Geospatial Curriculum Approach on Urban Middle-Level Students’ Climate Change Understandings. Journal of Science Education and Technology 23:4, pages 575-590.
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Minda Berbeco & Mark McCaffrey. 2014. New Trends in Earth-Science Outreach and Engagement. New Trends in Earth-Science Outreach and Engagement
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Ilkka Ratinen, Jouni Viiri & Sami Lehesvuori. (2012) Primary School Student Teachers’ Understanding of Climate Change: Comparing the Results Given by Concept Maps and Communication Analysis. Research in Science Education 43:5, pages 1801-1823.
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Richard Beach. (2022) A Pedagogical Framework for Preparing Teachers to Teach About the Climate Crisis. SSRN Electronic Journal.
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