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dc.contributor.authorBloch, Leonard Mark
dc.description.abstractThis collective case study examined how five K-12 science teachers taught about climate change during Fall 2013, and asked how the University of Georgia can support climate change education. The participants were all experienced teachers, and included: three high school teachers, a middle school teacher, and an elementary school teacher. ‘Postcarbonism’, an emerging theoretical framework, shaped the research and guided the analysis. The teachers varied in their teaching practices and in their conceptions of ‘climate change’, but they were united in: 1) their focus on mitigation over adaptation, and 2) presenting climate change as a remote problem with simple solutions. The teachers drew on varied resources, but in all cases, their most valuable resources were their own skills, knowledge and personality. The University of Georgia can support climate change education by developing locally relevant educational resources. Curriculum developers might consider building upon the work of outstanding teachers.
dc.subjectClimate change
dc.subjectScience teachers
dc.subjectK-12 education
dc.subjectExperienced teachers
dc.subjectEducational resources
dc.subjectCase study research
dc.titleOne hundred years
dc.title.alternativea collective case study of climate change education in Georgia
dc.description.departmentMathematics and Science Education
dc.description.majorScience Education
dc.description.advisorDavid Jackson
dc.description.committeeDavid Jackson
dc.description.committeeJ. Marshall Shepherd
dc.description.committeeAjay Sharma
dc.description.committeeMark Farmer
dc.description.committeeKathleen deMarrais

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