Bridging the Knowledge–Practice Gap: Assessing Climate Change Literacy Among Science Teachers

Abstract

The study identified that science teachers in Riyadh, Saudi Arabia, exhibit a strong understanding of climate change concepts. While most teachers include climate change in their curriculum and teaching practices, there is a weak correlation between their knowledge and actions in addressing climate change topics. The authors suggest that factors beyond understanding influence their teaching practices, such as available resources, training opportunities, institutional support, and personal beliefs

Keywords: Science teachers; Riyadh, Saudi Arabia; Climate change knowledge Teaching practices; Knowledge–action gap; Curriculum implementation; Influencing factors; Resources and materials; Professional development; Institutional support; Teacher beliefs; Climate change education

Core Idea: Knowledge–Practice Gap in Climate Change Instruction Among Science Teachers

Link: https://ubc.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwjV1LSwMxEB60HnyA-CrWF0EFT5XdTbLpeqvSqggiPg6eQpImIpS1uC3izf_gP_SXOOlmffQgXpfZJTuTzCOZ7wsATQ6j5oRPyGKWCGUymgpjnRUCI73DuptnhhlrkolWnd0KGvPjOJ9idY7WidMk8r050zCTYrBmNZi5u7xq3_tL5DBcolvhUUlDOvHCr8Az6X7nYXaUD9Tri-r3F9DXpiHAdJdgMWSGpF2achmmbL4CsxVwuFiBeucblIaCYVUWqyCPPeoKYxDBbI5cVLtkH2_vVwEDRU7V4IiUB7xe7qT_iJmqJSW2gJTMGeaVtP3VQ9WXSWB7Ltbgrtu5PTlrhosTmoYmYuh1wHSU0ZbD_EFwxbPWeMfJYH0XW6Y0137707nIasE47VFtei2muDY8FYmjdajlT7ldB8IpyzSn-BgTAd2LdWwjbplmkRPauawBe5VW5aDkx5BYV3jdy2_dN2DXK1x6woncd7Q8qFFRyPOba9luYUmXRGmWNuAgCLmnIf60CgABHIjnqPoluVUZToYlV0gaJ5j9pjj-Bux_GfOPQW38T2wT5nCisrKBbwtqw-eR3R5zNOzAdPf6ZidMwE9-Q9n-

Reference: Bridging the Knowledge–Practice Gap: Assessing Climate Change Literacy Among Science Teachers by Almazroa, Hiya Sustainability, 10/2024, Volume 16, Issue 20 This research aimed to investigate the knowledge levels and teaching practices of Saudi science teachers regarding climate change, focusin… Journal Article: Full Text Online