[indoor-gardening] EDUCATION: K-12: TEACHERS : EDUCATION: CONTENT: BIASED INCORRECT FALSE SLANTED : ENVIRONMENT: GLOBAL WARMING AND CLIMATE CHANGE: How Teachers Are Getting It Wrong on Climate Change

 

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EDUCATION: K-12: TEACHERS :

EDUCATION: CONTENT: BIASED INCORRECT FALSE SLANTED :

ENVIRONMENT: GLOBAL WARMING AND CLIMATE CHANGE:

How Teachers Are Getting It Wrong on Climate Change

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How Teachers Are Getting It Wrong on Climate Change

By Chris Mooney

February 11, 2016

Washington Post

https://www.washingtonpost.com/news/energy-environment/wp/ 2016/02/11/how-teachers-are-getting-it-wrong-on-climate-change/

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A shorter URL for the above link:

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http://tinyurl.com/jrum7ko

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A major new survey of U.S. middle school and high school science teachers has found that across the country, a majority are teaching about climate change in their classrooms  but a significant percentage are also including incorrect ideas, such as the notion that todays warming of the globe is a natural process.

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Climate confusion among U.S. teachers
Eric Plutzer1, Mark McCaffrey2, A. Lee Hannah3, Joshua Rosenau2, Minda Berbeco2, Ann H. Reid2
+ Author Affiliations
*Corresponding author. E-mail: plutzer@psu.edu
Science  12 Feb 2016:
Vol. 351, Issue 6274, pp. 664-665
DOI: 10.1126/science.aab3907

Science
Vol 351, Issue 6274
12 February 2016

http://science.sciencemag.org/content/351/6274/664

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The study, published in Science Thursday by Eric Plutzer of Penn State University and a number of collaborators from Wright State University and the National Center for Science Education  which supports the teaching of evolution and climate change in schools  consisted of a mail survey of 1,500 teachers nationwide. They included both middle school science teachers and also high school biology, chemistry, physics and Earth sciences teachers, since it wasnt entirely clear which classes might cover the subject (unlike evolution, which clearly belongs in biology class, climate change stretches across many disciplines).

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One of the most striking findings: 30 percent of teachers said in the survey that they tell students that the current warming is likely due to natural causes  contradicting major scientific assessments of the matter. Thirty-one percent of teachers also said that they include both the scientific consensus position  that global warming is human-caused  but then also a natural causes position that contradicts it, thus presenting both sides, in the studys words.

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We think any amount of legitimization of nonscientific perspectives sends a message to students that this may be a matter of opinion and values, and not one that can be adjudicated by evidence, says Plutzer, who has also conducted research on the prevalence of the teaching of creationism and intelligent design in high school science classes.

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The issues, says Plutzer, are actually pretty comparable in some respects, such as when teachers present the topic as controversial and air both sides rather than clearly guiding students to where the weight of evidence lies.

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Defeating Creationism in the Courtroom, But Not in the Classroom
Michael B. Berkman, Eric Plutzer*
+ Author Affiliations
?*Author for correspondence. E-mail: Plutzer@psu.edu
Science  28 Jan 2011:
Vol. 331, Issue 6016, pp. 404-405
DOI: 10.1126/science.1198902

Science
Vol 331, Issue 6016
28 January 2011

http://science.sciencemag.org/content/331/6016/404

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The complete article may be read at the URL above.

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