klimalære: climate change education in sogn og fjordane - a preliminary study of current provision...

KLIMALÆRE Klimaundervising i Sogn og Fjordane

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Klimalære: Climate change educat ion in Sogn og Fjordane - a prel iminary study of current provis ion of fered in high schools in 2014

Deborah E. Davies Guest Researcher

Norsk Bremuseum og Ulltveit-Moe Senter for Klimaviten

[email protected]

SOGN OG FJORDANEFYLKESKOMMUNE

mailto:[email protected]

mailto:[email protected]

Introduction

Our climate is changing…The global scientific and policy community now unequivocally accepts that human activities are the main driver of

current global climate change (Intergovernmental Panel on Climate Change, 2007, 2014) and that this has – and will

continue to have – a significant effect on human life and natural systems. However, while much has been said about the

nature and extent of the changes we face locally, nationally, and globally, there remains a gap between ‘climate

knowledge, climate attitudes, and climate action’. Finding a way to bridge this trichotomy presents new challenges.

UNESCO points to education as essential to the global response to climate change (2010), with teachers playing a

critical role in raising awareness of climate–human interactions and, in doing so, laying the foundations for better

informed, resilient communities in the future. Taking this as our starting point, the Norwegian Glacier Museum in

Fjærland, working in conjunction with the county council of Sogn og Fjordane, and teachers at the secondary and

vocational schools in the county, has looked into if and how climate change is currently taught in schools, and how the

museum can better support this process.

Effective climate change education should involve cross-disciplinary approaches blending social and economic sciences –

including human and behavioural dimensions of climate change – with earth systems science. However, teaching about

climate change is not without its challenges. The underlying science of climate change is inherently difficult for many

students to understand and for many educators or schools to confidently teach (Coyle, 2005). In addition, climate change

has become a highly politicised topic, where human culpability connects people’s values and lifestyle choices to current

climate changes, making the task of teaching and learning all the more difficult.

The Norwegian Glacier Museum has been working closely with schools for the past two decades and is known and

trusted in the region as an institute that collects, creates, and disseminates knowledge on glaciers and climate.

Drawing upon the museum’s schools network and strong background in public engagement, this baseline study was

developed to examine teachers climate awareness, access to resources, current teaching, and opportunities for further

professional support in the county. Key themes covered in the survey include if and how climate change is taught, the

barriers to teaching climate change and the resources and support teachers need to better integrate climate change

into the existing curriculum.

This is the first climate education survey conducted in secondary schools in the county, and potentially the first of its

kind in Norway. It will serve to inform future research and the development of professional support and training services

for teachers in the county. The following report includes an outline of the survey design and delivery, a discussion of the

findings, and a list of recommendations for future actions.

KLIMALÆRE: Climate change education in Sogn og Fjordane

Norsk Bremuseum og Ulltveit-Moe Senter for Klimaviten 1

Survey Design and DeliveryOwing to the lack of existing data and limited timeframe, a quantitative, cross-sectional, online questionnaire was developed

to garner baseline information. The final survey has 4 distinct sections:

1.Background details – to establish the range of teachers who responded

2.Teaching climate change – to gauge current teaching, resources used, and professional support teachers would choose3.Attitudes to climate change – to gauge views on different aspects of climate change causes, impacts and how to respond

4.Climate literacy quiz – to gauge understanding of the climate system, the causes of climate change, and the impacts

The survey mostly consists of close-ended, multiple option questions with single and multiple answers. In certain cases,

open-ended options were provided to compensate for inexhaustive listings. In sections 2 and 3, semantic differential scales

without a neutral or middle option were provided for respondents to grade their own aptitudes and their views on the

statements listed. For the climate literacy quiz, a question bank drawing upon similar quizzes in the UK, Australia and the

USA, was produced and then tailored to correspond with the NASA climate literacy standards (2009), which focus on the

following seven principles of climate science:

- The sun is the primary source of energy for the Earth’s climate system

- Climate is regulated by complex interactions among components of the earth system

- Life on earth depends on, is shaped by, and affects climate

- Climate varies over space and time through both natural and man-made processes

- Our understanding of the climate system is improved through observations, theoretical studies, and modelling

- Climate change will have consequences for the earth system and human lives

- Human activities are having an impact on the climate system

To identify areas where teachers have limited knowledge, a “Don’t know” option was included within the question format for

the climate literacy question test. The inclusion of a “Don’t know” option has been shown to reduce guessing and inaccuracy

in the final results. In the initial pilot survey respondents were given the option of “Don’t know, but would guess…” to

highlight teachers lack of certainty in their own knowledge, as well as a potential lack of knowledge. However the

configuration of the online survey could only accommodate a simple “Don’t know”’ option.

To ensure the survey employed respondent friendly questions, the first draft was proofed and vetted by researchers at the

Western Norway Research Institute, and staff at both the county council and the museum. It was trialled with teachers at a

climate seminar held at the Bremusem on 13th March 2014, and an amended online version developed and launched on 1st

April 2014.

Every effort was made to maintain the privacy of the data collected. For simplicity and cost effectiveness the Google survey

tool was employed. The survey was designed to be anonymous and any identifying data, including the name of the teacher

and their school, were not collected in the study, nor included in this report. Teacher participation in the survey was voluntary.

An email of introduction to the project was initially sent to all school principals. This was followed by an email of invitation and

link to the survey, sent to all teachers in the county. A non-stratified data sample was collected to gain greater insight into

whether or not climate change is taught across disciplines and subject specialisms. A total of 60 respondents completed the

form within the set timeframe.



Results & DiscussionBelow, key findings from each of the four sections of the survey have been highlighted.

Section 1: Background There was an even spread of male and female respondents, 77% of which had full time teaching posts. The majority of

respondents were well-established in their profession, with 79% having worked as teachers for more than 6 years, and a

total 22% of these have been in teaching for more than 20 years.

A total of 58% of respondents teach either realfag (a distinctly Norwegian term for physics, chemistry, biology and

mathematics) or naturfag (natural or earth sciences), a combination of both, and/or other subjects including maths and

farming/land management. The remaining 42% of respondents taught in other departments in the schools. These

included languages, social studies, geography, mathematics and religious studies. There were also individual

responses from teachers working providing training in countryside management and forestry, farming, horticulture,

animal care, equine studies, physical education, transportation, electrical and general vocational studies.

Discussion: Owing to the fact 58% of respondents teach either realfag, naturfag or a combination of both, and the remaining 42% work

in other disciplines, the responses of these two groups are presented and considered separately from Section 2 onwards in

the report. This has been done to provide greater insight into the potential differing needs of these two groups of teachers in

relation to future professional development and support.

.



Fig 1

Gender

Male

Female

Female

Male

Section 2: Teaching Climate ChangeThe two charts below show that 77% of respondents are currently teaching climate change, and 77% are interested in learning more about climate change. A detailed breakdown of the responses is provided in table below.

.

Discussion: In total, 14 respondents stated they were not interested in learning more about climate change. Of these 14 respondents, 6

teach realfag and naturfag, representing 17% of all respondents from these disciplines. However, this does not in itself

indicate an unwillingness to teach about climate change in the future, or a negative attitude towards future professional

development as will be shown. Only 10% of respondents are currently not teaching about climate change and not interested

in learning more.

Currently teachingInterested in learning more

Not currently teachingInterested in learning more

Currently teachingNot interested in learning more

Not currently teachingNot interested in learning more

64% 13% 13% 10%

Science, Natural science, Social studies, English, Countryside management, Driving/transportation, Geography, History

Science, English, Social studies, Health, Vocational studies, Electrical engineering, Countryside management

Science, Natural science, Social studies, English, Geography, Norwegian, Religion

Science, Natural science, Social studies, History, Motor vehicle studies, Electrical engineering, Languages



Fig 3.

Fig 2.

Table 1.

Yes

NoNo

Yes

Yes

No

YesNo

1. Are you currently teaching climate change in your school?

7. Are you interested in learning more about climate change as part of your professional development?

Section 2: Teaching Climate Change - Content & ResourcesTeachers were asked what aspects of climate change they included in their teaching in Q3, and which topics they connected

climate change to in Q4.

Discussion: The results show that the climate change education provided in the county is extensive in both nature and content. Only one

teacher added an additional topic to the list in Q4, namely the Transportation of goods.

Fig 3. Fig 3.



Fig 5.

Fig 6.

Adaptation to climate change

Reducing emissions of climate gasses

Future scenarios

Uncertainty

Carbon cycle

Global warming

Human induced climate change

Natural climate change

Other

18 30%

43 72%

31 52%

31 52%

30 50%

40 67%

45 75%

30 50%

10 17%

3. What topics do you cover? Mark all that are relevant.

4. Which of the following topics do you cover in connection to climate change? Mark all that are relevant.

Global change

Population growth

Globalisation

Sustainable development

Pollution

Crisis events

Extinctions

Deforestation

Biodiversity

Sea level rise

Ocean acidification

Species migration

Other

36 60%

37 62%

27 45%

46 77%

47 78%

20 33%

33 55%

34 57%

20 33%

34 57%

12 20%

10 17%

9 15%

Section 2: Teaching Climate Change - Content & ResourcesWhen asked which sources of information they used in the teaching of climate change (Q5), the internet was the most

popular, followed by general media and relevant course books. Other mentioned resources included the movie “An

Inconvenient Truth” (2006), and relevant NRK programmes.

With regards Q8, (What would help you most in teaching about climate change?), respondents had the option to choose

more than one answer and provide additional information. As the chart below shows, the most popular options selected

were practical exercise, followed by more funding for museum visits, and a seminar on climate change impacts in Norway.

Eight of the respondents made additional suggestions, including more time to develop resources, access to the latest

research results, material that addresses the impacts on maritime operations, and a list of appropriate vocabulary /

terminology for relevant foreign languages.

Discussion: Regarding resources used, only 4% of respondents had resources and information sourced from seminars, courses and

conferences they had attended. This may indicate a lack of professional support and development programmes; it could

also indicate that teachers may not have access to the most recent and accurate information and ideas about climate

change and climate change education. This could present a potential avenue for mis-information if reliable sources are not

found on the most commonly used tool: the internet.

On a final note regarding professional development and support in the teaching of climate change, as previously mentioned,

14 respondents said no to any future training, of which six are not currently teaching about climate change. This could be

interpreted as an unwillingness to teach the subject in the future and a negative attitude towards future professional

development. However, when asked in Q8, to indicate what would help them to deliver climate change education, only three

(one languages and social studies teacher and two motor vehicle studies tutors) repeated no interest in learning more and/or

teaching climate change. Of the remaining 11, two cited specific needs regarding time and vocabulary lists, one chose a

visiting exhibition, and the remainder selected multiples of the various support options listed.



Fig 7

One day seminar – developing lesson plans & resources

Seminar on climate change and implications for Norway

More information about climate change

More information on climate change in Sogn og Fjordane

Practical exercises connected to the curriculum

Greater opportunity to visit museumʼs, science centres etc.

Mobile exhibition

Other

21 35%

25 42%

19 32%

18 30%

33 55%

26 43%

12 20%

8 13%

8. Which of the following would best help your delivery of climate change education? Mark all that are relevant.

Section 2: Teaching Climate Change - Information on Climate ChangeIn the second part of Section 2, teachers graded their confidence in their own knowledge, training and sources of

information. First teachers were then asked how well-informed they thought they were about climate change and where they

got most of this information from.



0 25 50 75 100Not informed Slightly informed Informed Well informed Donʼt know

Climate change

The different causes of climate change

The different consequences of climate change

The actions we can take to reduce global warming

How to adapt to the different impacts of climate change

How well informed do you think you are about…?

0 25 50 75 100

No information Little information Some information A lot of information Donʼt know

Main sources of information about climate change

Pre-college education

Undergraduate education

Graduate education

Colleagues

Other centres of learning

Government agencies / information

Environment organisations

Local council

Academic journals

Films

Internet

Radio

Books/magazines

Newspapers

Family and friends

%

%

Fig 8

Fig 9

Section 2: Teaching Climate Change - Information on Climate ChangeThe survey went on to establish to what degree teachers trusted the following sources of information on climate change.

Discussion: The majority of teachers feel informed about climate change, 57% described themselves as informed and a further 37%

well-informed. There was a small drop in confidence regarding the causes and consequences. However, when asked how

well-informed they felt regarding measures to mitigate climate change, 36% defined themselves as little or not informed.

Regarding measures of adaptation the lowest confidence was expressed by 47% defining themselves as little or not

informed.

The majority of teachers their information on climate change from the internet, followed closely by newspapers and film.

However, online social media sites were cited as the least trusted source of information on climate change, after religious

organisations.



To what extent are you trust the following sources ofinformation about climate change?

%

Researchers

Peer reviewed journals

Scientific conferences

Reports in scientific magazines

Mass–media

Social media e.g. Twitter & Facebook

UN climate panel, IPCC

Public authorities

Political parties

Conservation organisations

Business organisations

Religious organisations

Friends and family

0 25 50 75 100

Distrust Slighly trust Somewhat trust Completely trust Donʼt know

Fig 10

Section 2: Teaching Climate Change - Barriers to Teaching About Climate ChangeThe survey went on to establish if teachers experienced any particular barriers to providing climate change education within their schools.

Discussion: Based on the feedback, there were four distinct areas where more than half of the respondents experienced some degree of

barrier to the teaching of climate change. The most statistically significant and least surprising was lack of time, this was

followed by limited visual resources, lack of knowledge, and lack of scientific certainty.

The barriers presented here do not represent a comprehensive list and more detailed enquiry is needed to establish if there

are other barriers faced which are not listed. Encouragingly, few teachers feel inhibited to teach about climate change due to

pressures from fellow colleagues, or from the school itself. It is nevertheless important to find out more from teachers that

have met with difficulties and establish what type support they need in the future.



To what extent are the following barriers to teaching climate change?

%

Lack of time

Lack of knowledge

Lack of support in the workplace

Lack of access to reliable scientific information

Limited access to engaging visual resources to use in the classroom

Lack of scientific certainty on climate change

Teaching climate change is not a priority at the school

My colleagues don’t believe climate change is occurring

Climate change is not directly relevant to what is being taught at

my school 0 25 50 75 100

Not significant Somewhat significant Significant Very problematic Donʼt know

Fig 11

Section 2: Teaching Climate Change - Competencies Teachers were then asked to grate their own competency to teach about climate change. These results are more revealing when the teachers are grouped separately based on their disciplines, as seen in the charts below.

Discussion: It is clear that realfag and naturfag teachers have greater confidence in their own competency for delivering climate change

education, than teachers from the other disciplines. Though in itself it does not give any indication of individual teachers

climate literacy levels, it does indicate different types of professional support needs.



0 25 50 75 100

Self assessment of competencies: Naturfag and realfag teachers

Assess scientific information on climate change

Teach scientific information about climate change

Teach the causes of climate change

Teach the consequences of climate change

Teach about climate adaptation measures

%

Self assessment of competencies: Other teachers

%

Assess scientific information on climate change

Teach scientific information about climate change

Teach the causes of climate change

Teach the consequences of climate change

Teach about climate adaptation measures

Not competent Slightly competent Competent Very competent Donʼt know

0 25 50 75 100

Fig 12

Section 3: Views on Climate ChangeThis section consists of 30 statements against which respondents answered on a semantic differentiated scale. The statements covered views on culpability and responsibility, the causes and consequences of climate change, climate change science, and media coverage.



%

0 25 50 75 100

Completely Agree Agree Disagree Completely disagree Donʼt know

Climate change is inevitable because of the way modern

society works

We can all do our bit to reduce the effects of climate change

Climate change will improve the Norwegian weather

The evidence for climate change is unreliable

I am uncertain about whether climate change is really

happening

Developed countries should take most of the blame for

climate change

Norwegian activities have no significant impact on global

temperatures

People are too selfish to do anything about climate change

Claims that human activities are changing the climate are

exaggerated

There is too much conflicting evidence about climate change

The effects of climate change are likely to be catastrophic

Pollution from industry is the main cause of climate change

It is too early to say whether climate change is really a

problem in Norway

The media is often too alarmist about issues like climate change

Realfag & naturfag teachers Other teachers

%100 75" 50" 25" 0

Results from the Section 3 of the survey: Views on climate change

Results from the Section 3 of the survey: Views on climate change



0 25 50 75 100

Completely Agree Agree Disagree Completely disagree Donʼt know

100 75" 50" 25" 0

Realfag & naturfag teachers Other teachers

Industry and business should be doing more to tackle climate

change

I do not believe climate change is a real problem

The government is not doing enough to tackle climate change

I feel a moral duty to do something about climate change

Nature is strong enough to cope with the impacts of climate

change

Plants and animals have the same rights as humans to exist

My lifestyle choices are contributing to climate change

Human activity is not the main cause of global warming

Nothing I do makes any difference to climate change one

way or another

Weather extremes, over the past decade, reflect normal variability

of global climate patterns

The current warming trend is occurring much faster than seen before in the geological record.

Humans can do little to reduce global warming

Global warming is too serious to be left to the politicians

Humans have 50 years before global warming will start to cause

real harm to us.

Scientific community is divided on whether human activity is the

cause of climate change

New technologies will provide the solution to global climate

change

Fig 13

Section 3: DiscussionEven though a range of different teachers from different schools and disciplines responded to the survey, there appears to be

considerable congruence in their views towards the statements presented. While a degree of climate change scepticism is

expressed in both groups, the majority expressed views that acknowledge climate change and its consequences and

concepts of their own and other’s culpability and responsibility.

There are some differences between the responses from the two groups. The first is that teachers from the naturfag and

realfag expressed more certainty in their opinions, with greater numbers completely agreeing or disagreeing with the

statements. The second difference is that teachers from the other disciplines selected the ‘Don’t know’ option, more

frequently than their counterparts from naturfag and realfag. Potentially, the naturfag and realfag teachers, not only are better

informed but are also more certain of their opinions with regards to climate change compared to their counterparts.

One statement to which both groups replied ‘Don’t know’ was the following: Humans have 50 years before global warming

will start to cause real harm to us. As shown on the chart, close to a third from both groups replied ‘Don’t know’, and

additional third from both groups agreed with the statement. This possibly indicates that climate change is still considered to

be a problem for the future and not an issue right now, which could have some bearing on how climate change is taught in

the classroom.

Finally, the two groups differed, most noticeably with regard the following statements:

The evidence for climate change is unreliable

There is too much conflicting evidence about climate change

Less that one eighth of realfag and naturfag teachers agreed with these statement, However, from the other disciplines, a

quarter of teachers agreed with the first statement and almost half agreed with the second. This uncertainty in the science of

climate change is a reoccurring issue within climate change communication, and has in part been due to media

representations giving equal weight to the arguments for and against climate change. Here, it suggests that teachers could

benefit from further professional development and support to clarify the current state of knowledge.



Section 4: Climate Literacy TestThe breakdown of the results of the climate teat show, based on correct answers, that the realfag and naturfag teachers have a higher climate literacy level. However, only 55% of the total of realfag and naturfag teachers answers were correct, while only 31% of the remaining teachers answers were correct.



Climate Literacy Test Results

Other teachersRealfag & naturfag teachers

0 8 15 23 30

Correct answers Incorrect / Donʼt know answers

Q1. The greenhouse effect is caused by ...

Q2. What is the most abundant greenhouse gas in the atmosphere?

Q3. Which of the following consequences of climate change has

not yet happened?

Q4. Which activities contribute most to global emissions of carbon

dioxide?

Q5. How much energy and resources would be needed if everyone were to

live like us in Norway?

Q6. Which gas absorbs no energy from the sun?

Q7. What contributes most to rising sea levels, alongside melting glaciers?

Q8. What is expected to happen to the growing season at high altitudes?

Q9. How does the rate of global warming from 1998 to 2012 compare

to the average since 1951?

Q10. The most important source of energy in the Earth's climate system

Q11. What is the second largest source of anthropogenic carbon

dioxide emissions?

Q12. If humans stopped emissions today, what would happen to global

temperatures tomorrow?

0 25Total number of respondents

35 0Total number of respondents

Fig 14

Section 4: Climate Literacy Test - DiscussionThe climate quiz revealed that while teachers have some knowledge about climate change, there are also significant gaps. Combining the results from both groups of teachers revealed that on average they only answered 43% of the questions correctly.

The four questions that over half naturfag and realfag teachers answered correctly were, Q1, Q6, Q7 & Q10: the correct definition of climate change, the causes of sea level rise, gasses in the atmosphere, and the most important source of energy in the climate system. The three questions the fewest of them answered correctly were Q5, Q8, & Q9: energy and resources, changing growing seasons at high altitudes and the changing rates in global warming.

For the teachers from other disciplines, the 2 questions that over half answered correctly were Q1 & Q12: the correct definition of climate change and the legacy of carbon emissions on future global temperatures. The questions the fewest teachers answered correctly were the Q2 What is the most abundant greenhouse gas in the atmosphere?, Q8, and Q9.

In fact, in response to Q9 only 5% of teachers answered correctly, indicating they were less aware of the latest IPCC findings that the rate of global warming has slowed in the period 1998 to 2012, when compared to data from the previous four decades.

The results indicate that there are certain, common held misconceptions about climate change. These may be shaped by the teachers own perspectives, for example, in response to Q4 only 55% correctly identified energy production as the main source of man made carbon emissions. Given that Norway has a relatively green source of domestic energy production due to its hydroelectricity supply, coal-fuelled power plants are not part of the cultural landscape, and this may be why for some teachers emissions are more closely associated with transportation or deforestation.

In order to give the quiz relevance to Norway, Q5 & Q8 were formulated around information available on the State of the Environment Norway website www.environment.no. The fact that the majority of teachers responded incorrectly to these questions, may in part be due to the fact they do not use the website. As shown in their response earlier in the Section 2 of the survey regarding resources used in the teaching of climate change.



CICERO

Environment.no

Miljodirektoratet.no

Bjerknessenteret for klimaforskning

ndla Naturfag

Regjeringen.no

Naturfagsenteret.no

Klimaloftet

Other

9 15%

0 0%

20 33%

9 15%

8 13%

21 35%

6 10%

23 38%

35 58%

6. Which of the following online resources do you use in your teaching? Mark all that are relevant.

Fig 15

http://www.environment.no

http://www.environment.no

Key points:High school teachers are teaching about climate change. As previously shown, 77% of respondents are currently

teaching about climate change and a further 13% currently not providing climate education, are interested in learning more.

Given that the survey was voluntary, the main incentive to participate in the first place could be due to an individual teacher’s

current practice and interest in the field. What is clear, though, is that climate education is being provided by high schools in

Sogn og Fjordane. In addition, the results show that the current provision of climate change education is extensive in both

nature and content, though this in itself does not indicate to what degree climate education is integrated into the curriculum

nor where there are opportunities to further develop the climate education provided.

Teachers believe there is a lack of scientific certainty. Throughout the survey, teachers stated they believed there is still

a lack of scientific certainty and consensus on climate change. In Section 2 of the survey, a total of 52% consider this

uncertainty to be a barrier to the teaching of climate change. In Section 3, it became clear that more teachers from the non-

science subjects believed the science was still inconclusive and that there was lack of congruence among scientists

regarding the issue. The survey does not establish whether or not this view is expressed in the climate change education

provided.

Use of the internet. The results show that teachers source information on climate change from a range of published

materials: books, magazines, the popular press, internet and film. The internet was the most commonly-used source of

information. Aware of the potential to be misinformed by internet sources, teachers cited online social media sites, such as

Twitter, Blogger and Facebook, as being the second least trusted source of information about climate change, the first being

religious institutes .There is, perhaps, a need for further guidance with regards to where the best and most reliable

sources of information can be found on the internet.

Professional development With regards resources used, only 4% of respondents had resources and information sourced

from seminars, courses and conferences they had attended. This not only indicates a lack of professional support and

development programmes for climate change education. It also signifies that teachers may not have access to the most

recent and accurate information and ideas about climate change and climate change education. This could present a

potential avenue for misinformation if reliable sources are not found on the most commonly-used tool: the internet.

As previously mentioned at the beginning of the survey 14 respondents said no to any future training, of which 6 are not

currently teaching about climate change. This could be interpreted as an unwillingness to teach the subject in the future and

a potential negative response towards future professional development. However, when asked in Q8, to indicate what would

help them to deliver climate change education, only 3 (one languages and social studies teacher and two motor vehicle

studies tutors) repeated no interest in learning more and/or teaching climate change. Of the remaining 11, two cited specific

needs regarding time and vocabulary lists, one chose a visiting exhibition, and the remainder selected multiples of the

various support options listed. This suggests that more teachers in the region are open to providing climate change

education, if they receive the support to do so

The majority of teachers considered themselves informed about climate change, with a small drop in confidence regarding

the causes and consequences. However, a third of teachers expressed a lack of or limited knowledge of mitigation

measures, and almost a half expressed the same regarding climate adaptation. The results show that realfag and naturfag

teachers have greater confidence in their own competency for delivering climate change education than teachers from the

other disciplines. While this does not give any indication of individual teachers climate literacy levels, it does indicate different

types of professional support needs.

The climate quiz revealed that teachers have some knowledge about climate change but there are also significant gaps. The

combined results from both groups of teachers revealed that on average they only answered 43% of the questions correctly.

Again, this underlines the need for further training and support,



Recommendations - Climate Literacy Seminars & Practical WorkshopsThis survey was conducted with the goal of establishing whether or not climate change was being taught in high schools and how they can be best supported in the delivery of this climate change education. The results show that 77% of respondents are currently teaching climate change in schools. Of these 64% are interested in learning more. A further 13% not currently providing any climate change education, are also interested in learning more. Teachers are providing climate change education in high schools and are open to further professional development in this field.

Only 4% of respondents had resources and information sourced from seminars, courses and conferences they had attended on climate change. Given that 76% indicated they are interested in learning more, it could be that they have simply lacked opportunity and access to such events. It also indicates that teachers have not had the opportunity to network, discuss and possibly collaborate with other teachers in the development of the climate change education they provide.

Practical Exercises & Workshops: It is critical that any future professional development provided is appropriate,

relevant, and useful to teachers. The results from the survey show that 55% of teachers who responded want access to practical exercises connected to the curriculum and that 35% of teachers want a practical workshop for developing lesson plans. Both present an opportunity for teachers to share ideas and examples of good practice. This would be particularly useful for those subject areas where relevance is either not clearly apparent, and/or there are no available examples of how to integrate climate change into the respective curriculums. It could also save teachers time and energy. Further dialogue is needed with teachers to ensure any resources and workshops developed best fit their needs.

Climate Literacy Seminars: The results from the climate quiz indicate that even though teachers from both groups

have some knowledge about climate change, with the science teachers scoring higher than those from other disciplines, on average, teachers only answered 43% of questions correctly. The majority of teachers are largely not aware of the latest findings from the IPCC, as seen in the answers to Q8; have misconceptions about greenhouse gases, as seen in answers to Q2; and are not aware of the impacts climate change will have on Norway, as seen in answers to Q9.

While teachers may require differing content knowledge with regards integrating climate education into their curriculums, it is advisable that all those providing climate change education possess a good grounding in the subject matter. Any climate literacy seminar provided for teachers should not only aim to raise awareness of climate change causes, processes, and the implications these have for Norway, but should also be an example of good practice and excellence in climate change education through the range of methods, exercises, and resources used.

The Role of the Bremuseum: The Bremuseum has a central location in the county and the facilities to house and

deliver such workshops, which could be combined with a visit to the museum. Having already trialled a climate seminar for teachers, the museum has also taken steps towards developing a format for such training programmes. Should some teachers not be able to attend the workshops, any materials, including presentations and resources used or developed during the sessions, should be made available online, in a downloadable format. Any training to raise climate literacy levels should also include a list of resources where current, reliable and culturally relevant information can be accessed. The Bremuseum website is a very visible and easy to remember location and could house such material for teachers.

These three initiatives are recommended as the first steps toward fostering increased knowledge and understanding of

climate change among teachers, integrating local content into the curriculum in schools, and promoting critical thinking

about climate change.



Conclusions and Future ResearchThough the results of the survey show that climate change is being taught in high schools in Sogn og Fjordane, owing to the

voluntary and anonymous nature of this baseline study, it is not clear if climate education is provided in all or just some

schools. The results also show that the climate change education that is provided is extensive in both nature and content.

Further research is needed to establish what existing place-based and culturally relevant curriculum activities are available to

and currently being used in the teaching of climate change in schools in Sogn og Fjordane. More qualitative research is

required to establish examples of best practice, such as: inviting outside speakers and climate scientists, to expand the

instruction, and integrating the search for solutions to specific climate problems into the curriculum. Additional research may

also be needed to establish the optimum means for sharing good practice in climate change education and ensuring

uniformity of provision across the county.

As is to be expected, the need for further training and professional support varies amongst individuals and between subject

areas. It also has to be accepted that the teaching of climate change is not compulsory. If it is taught in schools, it’s because

the teachers have elected to do so, and deliver the degree of training as they deem fit, based on time, resources and the

curriculum needs. Though basic in nature, this survey has provided an insight into which professional development services

would be most useful for teachers.

Based on the feedback, there a four distinct areas where more than half of the respondents experience some degree of

barrier to the teaching of climate change. The most statistically significant, and also least surprising is, lack of time, followed

by limited visual resources, lack of scientific certainty and limited access to reliable scientific information. The barriers

presented here do not represent a comprehensive list. Encouragingly, few teachers feel inhibited to teach about climate

change due to pressures from fellow colleagues, or from the school itself. It is, nevertheless, important to find out more from

teachers that have met with difficulties and establish what support they need in the future.



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