A PHENOMENOLOGICAL INQUIRY INTO THE TEACHING OF CLIMATE CHANGE

• Main Author: Diego, Daniel
• Format: Others
• Published: Scholarly Commons 2020
• Subjects: Climate change; Ecojustice; Pedagogy; Next Generation Science Standards; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Science and Mathematics Education
• Online Access: https://scholarlycommons.pacific.edu/uop_etds/3715; https://scholarlycommons.pacific.edu/cgi/viewcontent.cgi?article=4709&context=uop_etds

The purpose of this study was to explore the ways in which educators address climate change and the impacts of human activity on the environment in conjunction with the Next Generation Science Standards. This study utilized qualitative methods, a phenomenological methodology informed by Moustakas, and a Systems Theory and Ecojustice Education conceptual framework. The central research questions was: in what ways do educators who are implementing the Next Generation Science Standards address climate change and the impacts of human activity on the environment? The supporting research questions were: in what ways do educators who are implementing the Next Generation Science Standards perceive their roles and responsibilities in addressing climate change and the impacts of human activity on the environment? in what ways do educators who are implementing the Next Generation Science Standards interpret the associated Earth and Human Activity standards prior to enactment? and, how do educators who are implementing the Next Generation Science Standards teach climate change and the impacts of human activity on the environment?Eight participants were purposely selected using criterion sampling. All participants taught in grades six-twelve, had at least five years teaching experience, and worked in the Sacramento Valley region of California. Data collection consisted of interviews, observations, and document analyses. During the data analysis, horizontalization was utilized which led to the illumination of the following themes: Climate change is an existential crisis, Examination and refinement of pedagogy, Perceptions on Next Generation Science Standards pedagogy, Inquiry-based pedagogical methods, Pedagogical resources, Fostering relevancy to students, and Steps toward an eco-ethical consciousness. The conclusions drawn are: context is key, confusion persists and teachers need guidance and support, adopted curricula and content standards are inadequate, systems thinking and eco-ethical mindsets are vital, teachers are essential for survivability, and more needs to happen. The recommendations from this study are of relevance to policy makers, administrators, curricula and standard developers, teachers, and anyone else interested in mitigating the impacts of human activity on the environment.