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It analyzes how both climate advocates and opponents contribute to ongoing debate in American classrooms despite scientific consensus. The discussion links disagreement to differing ethical foundations and highlights the oppositional role of the Truth in Textbooks Coalition (TNT). It then evaluates NGSS creation, implementation, and the policy response to climate change challenges.",{"@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":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-implementation-of-the-next-generation-science-standards-and-the-tumultuous-fight-to-implement-climate-change-awareness-in-science-curricula-a-journal-of-educational-research-and-practice-2020-vol-29-1-35-52/594903/",{"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/the-implementation-of-the-next-generation-science-standards-and-the-tumultuous-fight-to-implement-climate-change-awareness-in-science-curricula-a-journal-of-educational-research-and-practice-2020-vol-29-1-35-52/594903.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the article regarding NGSS and climate change education?","Question",{"text":112,"@type":113},"The article investigates the implementation of climate change education and the controversies surrounding the adoption of the Next Generation Science Standards (NGSS). It explains why debate persists in American classrooms despite scientific consensus.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the article argue climate change remains debatable in American classrooms?",{"text":117,"@type":113},"It argues that the debate continues because advocates and detractors shape discussion and because disagreement can stem from differing ethical foundations. It also examines how oppositional perspectives affect implementation.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article connect climate change impacts to poverty and student education needs?",{"text":121,"@type":113},"It presents climate change as threatening well-being globally, with especially detrimental effects for impoverished communities. 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In order to fully understand why NGSS and climate change education continue to generate significant public debate, one must examine the work of both climate advocates and detractors. Therefore, this paper first examines the manner in which climate change continues to remain a debatable topic of discussion throughout American classrooms despite overwhelming scientific consensus. After, it explores how the debate over climate change stems from differing ethical cornerstones. Moreover, it delves into the oppositional perspective on climate change implementation by exploring the work of Truth in Textbooks Coalition (TNT). Subsequently, it introduces and analyzes the creation and implementation of NGSS and discusses how adoption of NGSS and stronger levels of opposition to TNT is responsive policy that remains a necessary step to challenging global issues created by climate change.  \nKeywords: Climate Change, NGSS, Curriculum, Standards  \nPresident Donald Trump’s announcement in June 2017 that the United States intended to withdraw from the Paris climate agreement continues to receive both praise and critique from private citizens, public policy organizations, the scientific community, and world leaders (BBC News, 2017) . The decision to pull away from the international agreement was one of several actions that the Trump administration enacted to reduce environmental protections and dismantle climate change policies created and/or continued under the Obama administration (i.e. repeal of the Clean Power Plan) (Friedman, 2017) . Although several state governors vowed to uphold clean power standards and comply with goals of the Paris climate agreement, without more significant attention to the issue of climate change the US government will fail to meet the overall goals of the agreement (Plumer, 2017) . Moreover, non-compliance will only create more undesirable outcomes across the world, especially within impoverished communities (Provost, 2016) . Therefore, as political controversy continues to spread throughout the United States, reformers continue to look towards schools to educate and empower students to tackle climate change in order to alleviate future catastrophe for those in and barely out of extreme poverty (Harmon, 2017) . Within this context, this paper explores perspectives that surround climate change education and the implementation of the Next Generation Science Standards (NGSS) while calling on schools within the United States to implement curricula that is responsive to the growing threat of climate change.  \nClimate Change in Context  \nClimate change continues to threaten the well-being of people across the world, especially among populations living in impoverished conditions. The following section provides background information about how American schools continue to debate the existence of climate change despite the prevalence of threatening natural conditions.  \nClimate Change Science  \nAs the earth progresses further into the 21st century, climate change continues to pose serious risks to humans across the world (United Nations, 2015) . According to the National Aeronautics and Space Administration (NASA), ninety-seven percent of climate scientists agree that worldwide warming trends over the past 100 years are the result of human activity since the Industrial Revolution (NASA, 2017) . Specifically, industrialization led to rapid increases in carbon dioxide emission that the earth had","cbCairT3Mr45nRF5","https://ap.wps.com/l/cbCairT3Mr45nRF5","pdf",633427,18,"English","# Abstract\n# Climate Change in Context\n## Climate Change Science\n## Global Poverty","[{\"question\":\"What is the focus of the article regarding NGSS and climate change education?\",\"answer\":\"The article investigates the implementation of climate change education and the controversies surrounding the adoption of the Next Generation Science Standards (NGSS). It explains why debate persists in American classrooms despite scientific consensus.\"},{\"question\":\"Why does the article argue climate change remains debatable in American classrooms?\",\"answer\":\"It argues that the debate continues because advocates and detractors shape discussion and because disagreement can stem from differing ethical foundations. It also examines how oppositional perspectives affect implementation.\"},{\"question\":\"How does the article connect climate change impacts to poverty and student education needs?\",\"answer\":\"It presents climate change as threatening well-being globally, with especially detrimental effects for impoverished communities. It concludes that schools should implement responsive curricula to help students address climate change and mitigate future catastrophe.\"}]","The Implementation of the Next Generation Science Standards and the Tumultuous Fight to Implement Climate Change Awareness in Science Curricula - A Journal of Educational Research and Practice 2020 Vol. 29 (1) 35-52 | PDF",1792080064,45]