The Problem of Teaching the Science of Climate Change: A Call for Critical Thinking in Teacher Education and Professional Development

This article discusses how to teach the science of climate change as a call for introducing critical thinking in science teacher education programs and professional development. It can be argued that to get a science student to develop his/her critical thinking skills to think outside the box, teachers must work to overcome the student's and their own dogmatic beliefs, hardened biases, and motivated and/or distorted reasoning. The article shows how teacher education programs and professional development providers should change their methods and strategies by providing a framework to overcome the key elements of the problem of teaching the science of climate change, and by providing some high-quality resources to teach this topic with practical ideas made available for teachers at all levels.