Assessing Climate Literacy Content in Higher Education Science Courses: Distribution, Challenges, and Needs | NSTA

Assessing Climate Literacy Content in Higher Education Science Courses: Distribution, Challenges, and Needs

Journal of College Science Teaching— July/August 2016

The study described in this article is part of the Maryland and Delaware Climate Change Education Assessment and Research (MADE CLEAR) project, which aims to improve climate literacy in the K–16 population through systemic, sustainable change in teacher preparation. The authors surveyed faculty members at four higher education institutions to evaluate preservice teachers’ exposure to climate literacy topics.

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