出版社：International Council of Associations for Science Education (ICASE)
摘要：This exploratory study investigates what science educators from differing groups (outside of higher education – informal and formal (K-12) and inside of higher education – content and pedagogy experts) believe are the roles and responsibilities (and what actions these might involve) in climate change education for: 1) their group of educators, and 2) other groups of educators, for climate change. A hybrid theoretical perspective (interactionism and social constructivism) was used. Written data were analyzed using a delimited discourse methodology to make sense of the participants’ thinking of roles and responsibilities for climate change education. The psychosociological construct diffusion of responsibility provided a useful interpretative lens. Findings suggest that science educators from different groups hold differing views of roles and responsibilities for climate change education, which may lead to a damaging diffusion of responsibility for effective climate change education. Recommendations for effective professional development in climate change education are suggested to ameliorate the potential for a diffusion of responsibility.
关键词：Science Education; Professional Development Program; Climate Change Education; Socio-scientific Issues
