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A survey of 87 pre-service teachers in the final year of a Bachelor of Education examined changes attributable to training. Results showed consistently favourable attitudes toward environmental education, but no improvement in climate change science knowledge. The study also triangulated information on sources, priorities for future students, and perceived training gaps, and discusses implications for teacher education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/pre-service-teachers-and-climate-change-a-stalemate/593698/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/pre-service-teachers-and-climate-change-a-stalemate/593698.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study report about pre-service teachers’ attitudes and climate change knowledge?","Question",{"text":112,"@type":113},"The findings indicate that pre-service teachers’ attitudes toward environmental education were consistently favourable, while their climate change science knowledge did not improve as a result of their training.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data collected in the second phase of the study?",{"text":117,"@type":113},"A survey study involved 87 pre-service teachers during their last year of the Bachelor of Education degree to examine developments in attitudes and climate change knowledge.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the paper argue education is important for climate change understanding?",{"text":121,"@type":113},"It emphasizes that education can counter media and political effects and help learners address gaps in understanding, especially given that people with less knowledge may rely on untrustworthy sources.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593698,1792209537,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 41 | Issue 4 | Article 3 |\n| --- | --- |\n\n2016  \nPre-Service Teachers and Climate Change: A Stalemate?  \nHelen J. Boon  \nJames Cook University, [helen.boon@jcu.edu.au](helen.boon@jcu.edu.au)  \nRecommended Citation  \nBoon, H. J. (2016). Pre-Service Teachers and Climate Change: A Stalemate?. Australian Journal of Teacher Education, 41 (4).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol41/iss4/3](http://ro.ecu.edu.au/ajte/vol41/iss4/3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol41/iss4/3](http://ro.ecu.edu.au/ajte/vol41/iss4/3)  \nPre-Service Teachers and Climate Change: A Stalemate?  \nHelen J Boon  \nJames Cook University,  \nAbstract: Findings from the second phase of a study ofpre-service teachers ’ attitudes to environmental education and knowledge of climate change are reported in this paper. A sample of 87 pre-service teachers  \nparticipated in a survey study in the last year of their Bachelor of  \nEducation degree to examine developments to their attitudes to  \nenvironmental education and their knowledge of climate change as a result of training. Results showed their attitudes towards environmental education were consistently favourable, but their climate change science knowledge had not changed as a result of their participation in their degree. Data on preservice teachers’ sources of knowledge for climate change, their views on important substantive climate change knowledge for their future students and their perceptions of gaps in their own training in relation to climate change were also investigated in order to triangulate the survey data. Implications for preservice teacher  \neducation are discussed.  \nIntroduction and Background  \nThis study is concerned with climate change education for those training to teach the next generation of school students. The next generation of students need to be prepared to address highly complex sustainability challenges such as climate change, food scarcity, a burgeoning global population, and loss of biodiversity. Climate change alone threatens to undo and even reverse the progress made towards meeting the Millennium Development Goals and poses one of the most serious challenges to achieving sustainable development for the international community (Anderson, 2012) . Mitigation and adaptation are two ways to address climate change (IPCC, 2012) .‘Mitigation’ focuses on interventions to reduce greenhouse gas (GHG) concentrations through measures that cut GHG emissions or remove carbon from the atmosphere, which can range from investment in clean energies to forest conservation and reforestation. Due, however, to already high GHG concentrations in the atmosphere, some effects of climate change are predicted to continue despite mitigation. Therefore, adaptation, which involves reducing the vulnerability of natural and human ecosystems to the impacts of climate change through modifications in social, ecological and economic systems, is imperative.  \nOne of the necessary prerequisites for mitigation action is an acknowledgement that climate change is a problem caused by human activities (Reser & Swim, 2011) . While the majority of scientists agree that it is very likely (a 90 % chance) that anthropogenic carbon emissions are the main cause of climate change (Somerville, 2010), Australians appear to be less than unanimous in their acceptance of the causes of climate change, and public concern for climate change has been declining (Lewandowsky et al., 2013) . One reason proposed for this decline is the creation of doubt by political and media bodies, challenging the existence of scientific consensus (Bacon, 2011; O’Neill, 2013) . The education sector therefore offers a  \nmost important conduit to help counter media and political effects upon citizens’ ambiguous climate change understanding and knowledge.  \nSince the causes of climate change are at least partly linked to human activities, these activiti","cbCaipayVOpDa0XW","https://ap.wps.com/l/cbCaipayVOpDa0XW","pdf",769733,26,"English","# Abstract\n# Introduction and Background\n## Climate change as a sustainability challenge\n## Mitigation and adaptation approaches\n## Human causes and public understanding\n## Role of education and socio-scientific issues\n## Evidence of low knowledge and misconceptions","[{\"question\":\"What does the study report about pre-service teachers’ attitudes and climate change knowledge?\",\"answer\":\"The findings indicate that pre-service teachers’ attitudes toward environmental education were consistently favourable, while their climate change science knowledge did not improve as a result of their training.\"},{\"question\":\"How was the data collected in the second phase of the study?\",\"answer\":\"A survey study involved 87 pre-service teachers during their last year of the Bachelor of Education degree to examine developments in attitudes and climate change knowledge.\"},{\"question\":\"Why does the paper argue education is important for climate change understanding?\",\"answer\":\"It emphasizes that education can counter media and political effects and help learners address gaps in understanding, especially given that people with less knowledge may rely on untrustworthy sources.\"}]","Pre-Service Teachers and Climate Change: A Stalemate? | PDF",1792077743,66]