Controversial environmental issues: A case study for the professional development of science teachers

Abstract

Inclusion of controversial issues, such as global climate change (GCC) within the school science curriculum presents several different challenges to teachers: first, the controversial nature of the topic; second, it does not relate well to the normal sequencing and division of topics within most science courses; and, third, there are important non-scientific aspects to possible solutions to the problem. In this study, small focus groups of teachers considered how they would prefer to integrate the topic into their science courses for 14-16-year-old students. It was clearly stated by the science teachers that they preferred to maintain the integrity of their subject rather than be involved in extensive interdisciplinary teaching. It was agreed that GCC provided an excellent opportunity for the application of higher order abilities in science and using the topic to develop an understanding of the nature of science and its place in society.

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