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"Climate Confusion Among U.S. Teachers"

Graphic from articleThe first nationwide survey of climate change education in the United States, conducted by researchers at NCSE and Pennsylvania State University, was described in "Climate Confusion Among U.S. Teachers," published (PDF) in the February 12, 2016, issue of the journal Science.

NESTA poll on climate change education

The National Earth Science Teachers Association released the executive summary of its 2011 on-line survey on climate change education, which examines (PDF) the responses of 555 K-12 educators in the United States who teach about climate change.

NSTA poll on climate change education

Challenges to climate change education are common in the classroom, according to a poll of science educators conducted by the National Science Teachers Association.

"Evolution and Creationism in America's Classrooms"


A noteworthy new paper reports on a national survey of high school biology teachers concerning the teaching of evolution. According to Michael B.

Ohio Teachers on Teaching Evolution and Counter-Evolutionary Concepts in Biology Classrooms

Title: 
Ohio Teachers on Teaching Evolution and Counter-Evolutionary Concepts in Biology Classrooms
Author(s): 
Kim Bilica, University at Buffalo (SUNY) and Gerald Skoog, Texas Tech University
Issue: 
1

The Question*

How did the 2002 state curriculum standards debate influence Ohio teachers’ decisions to emphasize evolution and counter-evolutionary concepts in biology classrooms?

The Context

Year: 
2004
Date: 
January–February
About the Author(s): 
Kimberly Bilica
Assistant Professor
Learning and Instruction
515 Baldy Hall
University at Buffalo
Buffalo NY 14260-1000
kbilica@buffalo.edu

Gerald Skoog
Paul Whitfield Horn Professor of Curriculum and Instruction
Box 41071
College of Education
Texas Tech University
Lubbock, TX 79409-1071
gerald.skoog@ttu.edu
This version might differ slightly from the print publication.

News Briefs from the Editor

Title: 
News Briefs from the Editor
Number: 
4
Year: 
1981

Quarter: 
Fall
Page(s): 
45–49
This version might differ slightly from the print publication.
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