Tracing paths from research to practice in climate change education

Abstract

The purpose of this qualitative study was to investigate the incorporation of climate change social science research into climate change education practice. Semi-structured interviews with 19 educators from five climate change related professional development programs and networks revealed a high level of awareness of climate change social science research. Educators accessed research through a variety of means and reported both practice change and a sense of validation as a result of the research. They reported shifting toward programs that focused less on climate facts to programs that focused on solutions and that integrated their understanding of audiences' values and identities. They also reported feeling a conflict between their practice knowledge and the knowledge they gained through professional development and accessing research. This work begins to fill a gap both in our understanding of how nonformal educators communicate about climate change and in how they use research in their practice.