Marine Science, Climate Change, and the Next Generation Science Standards: Understanding the Knowledge and Perspectives of K-8 New Jersey Teachers

Abstract

Teachers must feel adequately prepared to teach about any topic. Research demonstrates that teachers at the K-8 level are often underprepared to teach about climate change (Plutzer et al., 2016). Understanding marine environments is essential for building a comprehensive perspective on climate change and climate systems. Although the Next Generation Science Standards (NGSS) have been widely used throughout the US and provide many opportunities to address marine science and climate change, many K-8 teachers are not comfortable implementing these standards (Haag & Megowan, 2015; Harris et al., 2017). Existing science curricula focus almost exclusively on the third of Earth’s surface covered in land, rather than the two-thirds covered in water. To better understand the current state of teachers’ knowledge of climate change, marine science, and effective use of the NGSS, we surveyed 164 preservice and practicing K-8 teachers and conducted a focus group discussion with 10 survey respondents. We used an explanatory sequential mixed-methods design approach (Cresswell & Clark, 2017) to analyze data and describe K-8 teachers’ understanding of these topics. Participants had mixed levels of comfort with their knowledge and ability to teach both climate change and marine science, but a high level of interest in learning more. They also shared strategies they were currently using to teach these topics. Participants reported mixed levels of confidence and comfort using the NGSS. Our findings revealed the range of current understandings of climate change, marine science and the NGSS held by teachers in New Jersey, and are instrumental for informing future curricular and professional development projects.

Keywords

• climate change
• marine science
• ngss
• professional development
• k-8 teachers