Search results for: Bleicher Robert E.

This study examines changes in preservice elementary teachers’ concern and perceptions about climate change after participation in an intervention situated in an elementary science methods course. Framing was used as a guiding principle for the curriculum development. The findings indicate that the framing approach was successful in promoting more scientific perceptions about climate change. Finally, this study provides preliminary support for the value of providing a careful framing of the topic of climate change within the context of the science methods course.