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Direct linkHestness, Emily; McGinnis, J. Randy; Breslyn, Wayne; McDonald, R. Christopher; Mouza, Chrystalla – Journal of Science Teacher Education, 2017
In the context of a weeklong summer professional development program focused on climate change education, we conducted a qualitative case study investigating how science educators' understandings of learning progressions (LPs) informed their ideas about climate change teaching practice. Participants (N = 27) in the Climate Academy were middle…
Descriptors: Science Teachers, Teacher Attitudes, Climate, Faculty Development
