Jeff Grant’s passion for science education is evident not only in his teaching but also in his email sign-off: “science on!” This enthusiasm extends to tackling challenging topics head-on, such as climate change, a subject that often leaves educators feeling uneasy.
As someone deeply invested in both academic literature and the natural world, Grant has personally observed the shifts in ecosystems over the past decade, prompting him to integrate discussions of our changing climate into his curriculum.
Support for his approach is strong, with Yale University research indicating that 75% of US adults want educational institutions to cover the causes, effects, and solutions related to global warming.
Glenn Branch, deputy director of the National Center for Science Education (NCSE), underscores the importance of this education, stating that “Today’s students are tomorrow’s consumers, workers, and voters,” who will face climate-related challenges. A foundational understanding of climate change is essential for navigating these future obstacles.
Educational Variability Across Districts
The NCSE and other organizations aim to ensure students receive accurate climate education. However, the decentralized nature of the US education system results in significant variability, with over 13,000 local school districts independently determining curricula.
Some educators can refer to the Next Generation Science Standards for guidance on climate change education, but these are not compulsory. Grant points out the lack of a standardized curriculum, saying, “Not every state has that as part of their curriculum,” and even when they do, it lacks lesson plans.
This situation is complicated by the fact that many teachers have never studied climate change themselves, leaving them to sift through extensive resources and navigate pressures from groups with different agendas.
Influence of Fossil Fuel Interests
There are concerns about misinformation from ideologically driven climate change denial groups and fossil fuel industries, which Branch notes have “systematic attempts to provide teachers with misinformation.” Organizations like the Oklahoma Energy Resources Board (OERB) engage educators with materials that subtly promote fossil fuel dependence.
OERB, for example, uses educational books and programs that portray the fossil fuel industry favorably, enticing educators with professional development credits and field trips.
Melissa Lau, a science teacher in Oklahoma, acknowledges the appeal of such resources, especially for those unfamiliar with the nuances of climate change. She notes, “It just gives the impression of ‘look how good the fossil fuel industry is.’ It minimizes the impact.”
Relating Climate Change to Local Contexts
Teaching climate change in Oklahoma is challenging due to the state’s reliance on industries like farming and fossil fuels, both significant contributors to emissions. Lau’s personal connections to these industries help her address sensitive topics in class.
In a political climate where teachers feel more restricted, Lau champions open dialogue about the climate crisis, emphasizing that it is “our greatest existential human crisis” and an opportunity for positive change.
Jeff Grant shares this sentiment and is organizing another educational conference on climate science. He believes many educators are committed to helping students navigate the complexities of the modern world.
Original Story at www.dw.com