Climate beliefs in an oil-dependent economy: Norwegian pre-service science teachers’ attitudes towards climate change

Abstract

A large proportion of people in western societies do not believe in the concept of human-induced climate change (HICC), and oil-dependent economies might be expected to have more climate contrarian populations than others. Recent recessions in the Norwegian oil industry caused an influx of dismissed oil engineers into Norwegian science teacher education. With their background in the natural sciences and associations with the oil industry, this group of pre-service teachers might express mixed attitudes towards HICC and how to approach this subject while teaching. A survey of students attending a one-year course for qualifying people with a university degree in science as science teachers was conducted. Association with the oil industry covaries with climate skeptic thinking and reluctance towards teaching about HICC in these groups of students. This suggests that a green shift might create an influx of climate contrarian views into schools in oil-dependent economies.

Keywords:

• Climate skepticism
• student attitudes
• climate change
• fossil industry
• pre-service teacher education
• green shift

Disclosure statement

No potential conflict of interest was reported by the author.

Acknowledgements

I would like to thank all students who participated in the study and the subject teachers who helped distribute the survey. Astrid Sinnes, Kjersti Fløttum, Espen Lunde, Ingunn Berrefjord Ugelstad and Barbara M. Sageidet provided valuable help with the development of the survey. Tuula Skarstein contributed with valuable discussions throughout the development and writing up of this study.

Additional information

Notes on contributors

Frode Skarstein

Frode Skarstein is an associate professor at the University of Stavanger. He lectures in natural science and science education at the Department of Education and Sports Science. He has a background in the natural sciences and is currently involved in educational research, including ESD and students’ attitudes towards environmental issues and HICC.