Teaching Climate Change: Fostering Understanding, Resilience, and a Commitment to Justice


Product Details

Harvard Education PR
Publish Date
6.0 X 8.9 X 0.6 inches | 0.6 pounds

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About the Author

Mark Windschitl is a professor of science teaching and learning at the University of Washington. He is the coauthor of Ambitious Science Teaching.


"This timely book bridges educational research and practice, which results in an essential guide to teaching climate change in classrooms. New and experienced climate change teachers will benefit from the comprehensive rationale for teaching climate change and extensive classroom examples that embrace sensemaking."
--Julie A. Luft, Distinguished Research Professor and Athletic Association Professor of Mathematics and Science Education, University of Georgia
"Offering a comprehensive vision for climate change education, Mark Windschitl's Teaching Climate Change is informative, inspirational, and indispensable for any teacher seeking to empower today's students to cope with the challenges of tomorrow's warming world."
--Glenn Branch, deputy director, National Center for Science Education
"This book offers a coherent approach to teaching climate change and is centered around the best of current scientific inquiry. It gives student voice, learner ideas, and social justice privileged positions, and recognizes the emotional toll that such a far-reaching challenge facing humanity places on professional educators. I highly recommend it!"
--Stamatis Vokos, professor of physics and codirector of the STEM Teacher and Researcher Program, California Polytechnic State University, San Luis Obispo
"Moving beyond core understandings of climate change at the global level, this book reframes the imperative of climate change education for all students in terms of a vision that centers young people as the solution by building upon their existing sensemaking strengths, capacity for resilience, and imagination for sustainability for their community and beyond. This timely book offers new and experienced educators alike a practical way to strengthen their capacity for climate change teaching and learning by outlining concrete examples for re-envisioning instructional tools to sustain students' intellectual work and critical perspective around the scientific complexities and social injustices of climate change while also fostering hope and inspiring collective action in the face of the climate crisis."
--Maria Simani, executive director, California Science Project