Klimalære: Climate change education in Sogn og Fjordane - a preliminary study of current provision offered in high schools in 2014

Klimalære:
Climate change education in Sogn og Fjordane -
a preliminary study of current provision offered in
high schools in 2014
KLIMALÆRE Klimaundervising i Sogn og Fjordane
Company
Deborah E. Davies
Guest Researcher
Norsk Bremuseum og Ulltveit-
Moe Senter for Klimaviten
deborah@bre.museum.no
SOGN OG FJORDANE
FYLKESKOMMUNE

Introduction
KLIMALÆRE: Climate change education in Sogn og Fjordane
Our climate is changing…
The global scientific and policy community now unequivocally accepts that human activities are the main driver of
current global climate change (Intergovernmental Panel on Climate Change, 2007, 2014) and that this has – and will
continue to have – a significant effect on human life and natural systems. However, while much has been said about the
nature and extent of the changes we face locally, nationally, and globally, there remains a gap between ‘climate
knowledge, climate attitudes, and climate action’. Finding a way to bridge this trichotomy presents new challenges.
UNESCO points to education as essential to the global response to climate change (2010), with teachers playing a
critical role in raising awareness of climate–human interactions and, in doing so, laying the foundations for better
informed, resilient communities in the future. Taking this as our starting point, the Norwegian Glacier Museum in
Fjærland, working in conjunction with the county council of Sogn og Fjordane, and teachers at the secondary and
vocational schools in the county, has looked into if and how climate change is currently taught in schools, and how the
museum can better support this process.
Effective climate change education should involve cross-disciplinary approaches blending social and economic sciences –
including human and behavioural dimensions of climate change – with earth systems science. However, teaching about
climate change is not without its challenges. The underlying science of climate change is inherently difficult for many
students to understand and for many educators or schools to confidently teach (Coyle, 2005). In addition, climate change
has become a highly politicised topic, where human culpability connects people’s values and lifestyle choices to current
climate changes, making the task of teaching and learning all the more difficult.
The Norwegian Glacier Museum has been working closely with schools for the past two decades and is known and
trusted in the region as an institute that collects, creates, and disseminates knowledge on glaciers and climate.
Drawing upon the museum’s schools network and strong background in public engagement, this baseline study was
developed to examine teachers climate awareness, access to resources, current teaching, and opportunities for further
professional support in the county. Key themes covered in the survey include if and how climate change is taught, the
barriers to teaching climate change and the resources and support teachers need to better integrate climate change
into the existing curriculum.
This is the first climate education survey conducted in secondary schools in the county, and potentially the first of its
kind in Norway. It will serve to inform future research and the development of professional support and training services
for teachers in the county. The following report includes an outline of the survey design and delivery, a discussion of the
findings, and a list of recommendations for future actions.
Norsk Bremuseum og Ulltveit-Moe Senter for Klimaviten
1

Survey Design and Delivery
Owing to the lack of existing data and limited timeframe, a quantitative, cross-sectional, online questionnaire was developed
to garner baseline information. The final survey has 4 distinct sections:
1.Background details – to establish the range of teachers who responded
2.Teaching climate change – to gauge current teaching, resources used, and professional support teachers would choose
3.Attitudes to climate change – to gauge views on different aspects of climate change causes, impacts and how to respond
4.Climate literacy quiz – to gauge understanding of the climate system, the causes of climate change, and the impacts
The survey mostly consists of close-ended, multiple option questions with single and multiple answers. In certain cases,
open-ended options were provided to compensate for inexhaustive listings. In sections 2 and 3, semantic differential scales
without a neutral or middle option were provided for respondents to grade their own aptitudes and their views on the
statements listed. For the climate literacy quiz, a question bank drawing upon similar quizzes in the UK, Australia and the
USA, was produced and then tailored to correspond with the NASA climate literacy standards (2009), which focus on the
following seven principles of climate science:
- The sun is the primary source of energy for the Earth’s climate system
- Climate is regulated by complex interactions among components of the earth system
- Life on earth depends on, is shaped by, and affects climate
- Climate varies over space and time through both natural and man-made processes
- Our understanding of the climate system is improved through observations, theoretical studies, and modelling
- Climate change will have consequences for the earth system and human lives
- Human activities are having an impact on the climate system
To identify areas where teachers have limited knowledge, a “Don’t know” option was included within the question format for
the climate literacy question test. The inclusion of a “Don’t know” option has been shown to reduce guessing and inaccuracy
in the final results. In the initial pilot survey respondents were given the option of “Don’t know, but would guess…” to
highlight teachers lack of certainty in their own knowledge, as well as a potential lack of knowledge. However the
configuration of the online survey could only accommodate a simple “Don’t know”’ option.
To ensure the survey employed respondent friendly questions, the first draft was proofed and vetted by researchers at the
Western Norway Research Institute, and staff at both the county council and the museum. It was trialled with teachers at a
climate seminar held at the Bremusem on 13th March 2014, and an amended online version developed and launched on 1st
April 2014.
Every effort was made to maintain the privacy of the data collected. For simplicity and cost effectiveness the Google survey
tool was employed. The survey was designed to be anonymous and any identifying data, including the name of the teacher
and their school, were not collected in the study, nor included in this report. Teacher participation in the survey was voluntary.
An email of introduction to the project was initially sent to all school principals. This was followed by an email of invitation and
link to the survey, sent to all teachers in the county. A non-stratified data sample was collected to gain greater insight into
whether or not climate change is taught across disciplines and subject specialisms. A total of 60 respondents completed the
form within the set timeframe.
2

Results & Discussion
Below, key findings from each of the four sections of the survey have been highlighted.
Section 1: Background
There was an even spread of male and female respondents, 77% of which had full time teaching posts. The majority of
respondents were well-established in their profession, with 79% having worked as teachers for more than 6 years, and a
total 22% of these have been in teaching for more than 20 years.
A total of 58% of respondents teach either realfag (a distinctly Norwegian term for physics, chemistry, biology and
mathematics) or naturfag (natural or earth sciences), a combination of both, and/or other subjects including maths and
farming/land management. The remaining 42% of respondents taught in other departments in the schools. These
included languages, social studies, geography, mathematics and religious studies. There were also individual
responses from teachers working providing training in countryside management and forestry, farming, horticulture,
animal care, equine studies, physical education, transportation, electrical and general vocational studies.
Discussion:
Owing to the fact 58% of respondents teach either realfag, naturfag or a combination of both, and the remaining 42% work
in other disciplines, the responses of these two groups are presented and considered separately from Section 2 onwards in
the report. This has been done to provide greater insight into the potential differing needs of these two groups of teachers in
relation to future professional development and support.
.
3
Fig 1
Gender
Male
Female
Female
Male

Section 2: Teaching Climate Change
The two charts below show that 77% of respondents are currently teaching climate change, and 77% are interested in
learning more about climate change. A detailed breakdown of the responses is provided in table below.
.
Fig 2.
1. Are you currently teaching climate change in your school?
7. Are you interested in learning more about climate change as part of your professional development?
Discussion:
In total, 14 respondents stated they were not interested in learning more about climate change. Of these 14 respondents, 6
teach realfag and naturfag, representing 17% of all respondents from these disciplines. However, this does not in itself
indicate an unwillingness to teach about climate change in the future, or a negative attitude towards future professional
development as will be shown. Only 10% of respondents are currently not teaching about climate change and not interested
in learning more.
Currently teaching
Interested in learning more
Not currently teaching
Interested in learning more
Currently teaching
Not interested in learning more
Not currently teaching
Not interested in learning more
64% 13% 13% 10%
Science, Natural science,
Social studies, English,
Countryside management,
Driving/transportation,
Geography, History
Science, English, Social
studies, Health, Vocational
studies, Electrical
engineering, Countryside
management
Social studies, English,
Geography, Norwegian,
Religion
Social studies, History, Motor
vehicle studies, Electrical
engineering, Languages
4
Fig 3.
Table 1.
Yes
No No
Yes
Yes
No
Yes
No

Section 2: Teaching Climate Change - Content & Resources
Teachers were asked what aspects of climate change they included in their teaching in Q3, and which topics they connected
climate change to in Q4.
3. What topics do you cover? Mark all that are relevant.
Fig 3. Fig 3.
Discussion:
The results show that the climate change education provided in the county is extensive in both nature and content. Only one
teacher added an additional topic to the list in Q4, namely the Transportation of goods.
5
Fig 5.
Fig 6.
Adaptation to climate change
Reducing emissions of climate gasses
Future scenarios
Uncertainty
Carbon cycle
Global warming
Human induced climate change
Natural climate change
Other
18 30%
43 72%
31 52%
31 52%
30 50%
40 67%
45 75%
30 50%
10 17%
4. Which of the following topics do you cover in connection to climate change? Mark all that are relevant.
Global change
Population growth
Globalisation
Sustainable development
Pollution
Crisis events
Extinctions
Deforestation
Biodiversity
Sea level rise
Ocean acidification
Species migration
Other
36 60%
37 62%
27 45%
46 77%
47 78%
20 33%
33 55%
34 57%
20 33%
34 57%
12 20%
10 17%
9 15%

Section 2: Teaching Climate Change - Content & Resources
When asked which sources of information they used in the teaching of climate change (Q5), the internet was the most
popular, followed by general media and relevant course books. Other mentioned resources included the movie “An
Inconvenient Truth” (2006), and relevant NRK programmes.
With regards Q8, (What would help you most in teaching about climate change?), respondents had the option to choose
more than one answer and provide additional information. As the chart below shows, the most popular options selected
were practical exercise, followed by more funding for museum visits, and a seminar on climate change impacts in Norway.
Eight of the respondents made additional suggestions, including more time to develop resources, access to the latest
research results, material that addresses the impacts on maritime operations, and a list of appropriate vocabulary /
terminology for relevant foreign languages.
8. Which of the following would best help your delivery of climate change education?
Mark all that are relevant.
Discussion:
Regarding resources used, only 4% of respondents had resources and information sourced from seminars, courses and
conferences they had attended. This may indicate a lack of professional support and development programmes; it could
also indicate that teachers may not have access to the most recent and accurate information and ideas about climate
change and climate change education. This could present a potential avenue for mis-information if reliable sources are not
found on the most commonly used tool: the internet.
On a final note regarding professional development and support in the teaching of climate change, as previously mentioned,
14 respondents said no to any future training, of which six are not currently teaching about climate change. This could be
interpreted as an unwillingness to teach the subject in the future and a negative attitude towards future professional
development. However, when asked in Q8, to indicate what would help them to deliver climate change education, only three
(one languages and social studies teacher and two motor vehicle studies tutors) repeated no interest in learning more and/or
teaching climate change. Of the remaining 11, two cited specific needs regarding time and vocabulary lists, one chose a
visiting exhibition, and the remainder selected multiples of the various support options listed.
6
Fig 7
One day seminar – developing lesson plans & resources
Seminar on climate change and implications for Norway
More information about climate change
More information on climate change in Sogn og Fjordane
Practical exercises connected to the curriculum
Greater opportunity to visit museumʼs, science centres etc.
Mobile exhibition
Other
21 35%
25 42%
19 32%
18 30%
33 55%
26 43%
12 20%
8 13%

Section 2: Teaching Climate Change - Information on Climate Change
In the second part of Section 2, teachers graded their confidence in their own knowledge, training and sources of
information. First teachers were then asked how well-informed they thought they were about climate change and where they
got most of this information from.
0 25 50 75 100
Not informed Slightly informed Informed Well informed Donʼt know
Pre-college education
Undergraduate education
Graduate education
Colleagues
Other centres of learning
Government agencies / information
Environment organisations
Local council
Academic journals
Films
Internet
Radio
Books/magazines
Newspapers
Family and friends
7
Climate change
The different causes of
climate change
The different consequences of
climate change
The actions we can take to
reduce global warming
How to adapt to the different
impacts of climate change
How well informed do you think you are about…?
Main sources of information about climate change
0 25 50 75 100
No information Little information Some information A lot of information Donʼt know
Fig 8
%
Fig 9
%

Section 2: Teaching Climate Change - Information on Climate Change
The survey went on to establish to what degree teachers trusted the following sources of information on climate change.
Discussion:
The majority of teachers feel informed about climate change, 57% described themselves as informed and a further 37%
well-informed. There was a small drop in confidence regarding the causes and consequences. However, when asked how
well-informed they felt regarding measures to mitigate climate change, 36% defined themselves as little or not informed.
Regarding measures of adaptation the lowest confidence was expressed by 47% defining themselves as little or not
informed.
The majority of teachers their information on climate change from the internet, followed closely by newspapers and film.
However, online social media sites were cited as the least trusted source of information on climate change, after religious
organisations.
8
To what extent are you trust the following sources of
information about climate change?
%
Researchers
Peer reviewed journals
Scientific conferences
Reports in scientific magazines
Mass–media
Social media e.g. Twitter & Facebook
UN climate panel, IPCC
Public authorities
Political parties
Conservation organisations
Business organisations
Religious organisations
Friends and family
0 25 50 75 100
Distrust Slighly trust Somewhat trust Completely trust Donʼt know
Fig 10

Section 2: Teaching Climate Change - Barriers to Teaching About Climate Change
The survey went on to establish if teachers experienced any particular barriers to providing climate change education within
their schools.
To what extent are the following barriers to teaching climate change?
Discussion:
Based on the feedback, there were four distinct areas where more than half of the respondents experienced some degree of
barrier to the teaching of climate change. The most statistically significant and least surprising was lack of time, this was
followed by limited visual resources, lack of knowledge, and lack of scientific certainty.
The barriers presented here do not represent a comprehensive list and more detailed enquiry is needed to establish if there
are other barriers faced which are not listed. Encouragingly, few teachers feel inhibited to teach about climate change due to
pressures from fellow colleagues, or from the school itself. It is nevertheless important to find out more from teachers that
have met with difficulties and establish what type support they need in the future.
9
%
Lack of time
Lack of knowledge
Lack of support in the workplace
Lack of access to reliable
scientific information
Limited access to engaging visual
resources to use in the classroom
Lack of scientific certainty on
climate change
Teaching climate change is not a
priority at the school
My colleagues don’t believe
climate change is occurring
Climate change is not directly
relevant to what is being taught at
my school 0 25 50 75 100
Not significant Somewhat significant Significant Very problematic Donʼt know
Fig 11

Section 2: Teaching Climate Change - Competencies
Teachers were then asked to grate their own competency to teach about climate change. These results are more revealing
when the teachers are grouped separately based on their disciplines, as seen in the charts below.
Self assessment of competencies: Naturfag and realfag teachers
0 25 50 75 100
0 25 50 75 100
Discussion:
It is clear that realfag and naturfag teachers have greater confidence in their own competency for delivering climate change
education, than teachers from the other disciplines. Though in itself it does not give any indication of individual teachers
climate literacy levels, it does indicate different types of professional support needs.
10
Assess scientific information on
climate change
Teach scientific information about
climate change
Teach the causes of climate
change
Teach the consequences of
climate change
Teach about climate adaptation
measures
%
Self assessment of competencies: Other teachers
%
Assess scientific information on
climate change
Teach scientific information about
climate change
Teach the causes of climate
change
Teach the consequences of
climate change
Teach about climate adaptation
measures
Not competent Slightly competent Competent Very competent Donʼt know
Fig 12

Section 3: Views on Climate Change
This section consists of 30 statements against which respondents answered on a semantic differentiated scale. The
statements covered views on culpability and responsibility, the causes and consequences of climate change, climate change
science, and media coverage.
Results from the Section 3 of the survey: Views on climate change
Completely Agree Agree Disagree Completely disagree Donʼt know
Realfag & naturfag teachers Other teachers
11
%
0 25 50 75 100
Climate change is inevitable
because of the way modern
society works
We can all do our bit to reduce
the effects of climate change
Climate change will improve the
Norwegian weather
The evidence for climate change
is unreliable
I am uncertain about whether
climate change is really
happening
Developed countries should
take most of the blame for
climate change
Norwegian activities have no
significant impact on global
temperatures
People are too selfish to do
anything about climate change
Claims that human activities are
changing the climate are
exaggerated
There is too much conflicting
evidence about climate change
The effects of climate change
are likely to be catastrophic
Pollution from industry is the
main cause of climate change
It is too early to say whether
climate change is really a
problem in Norway
The media is often too alarmist
about issues like climate change
%
100 75" 50" 25" 0

Results from the Section 3 of the survey: Views on climate change
0 25 50 75 100
12
Completely Agree Agree Disagree Completely disagree Donʼt know
100 75" 50" 25" 0
Industry and business should be
doing more to tackle climate
change
I do not believe climate change is
a real problem
The government is not doing
enough to tackle climate change
I feel a moral duty to do
something about climate change
Nature is strong enough to cope
with the impacts of climate
change
Plants and animals have the same
rights as humans to exist
My lifestyle choices are
contributing to climate change
Human activity is not the main
cause of global warming
Nothing I do makes any
difference to climate change one
way or another
Weather extremes, over the past
decade, reflect normal variability
of global climate patterns
The current warming trend is
occurring much faster than seen
before in the geological record.
Humans can do little to reduce
global warming
Global warming is too serious to
be left to the politicians
Humans have 50 years before
global warming will start to cause
real harm to us.
Scientific community is divided
on whether human activity is the
cause of climate change
New technologies will provide
the solution to global climate
change
Fig 13

Section 3: Discussion
Even though a range of different teachers from different schools and disciplines responded to the survey, there appears to be
considerable congruence in their views towards the statements presented. While a degree of climate change scepticism is
expressed in both groups, the majority expressed views that acknowledge climate change and its consequences and
concepts of their own and other’s culpability and responsibility.
There are some differences between the responses from the two groups. The first is that teachers from the naturfag and
realfag expressed more certainty in their opinions, with greater numbers completely agreeing or disagreeing with the
statements. The second difference is that teachers from the other disciplines selected the ‘Don’t know’ option, more
frequently than their counterparts from naturfag and realfag. Potentially, the naturfag and realfag teachers, not only are better
informed but are also more certain of their opinions with regards to climate change compared to their counterparts.
One statement to which both groups replied ‘Don’t know’ was the following: Humans have 50 years before global warming
will start to cause real harm to us. As shown on the chart, close to a third from both groups replied ‘Don’t know’, and
additional third from both groups agreed with the statement. This possibly indicates that climate change is still considered to
be a problem for the future and not an issue right now, which could have some bearing on how climate change is taught in
the classroom.
Finally, the two groups differed, most noticeably with regard the following statements:
The evidence for climate change is unreliable
There is too much conflicting evidence about climate change
Less that one eighth of realfag and naturfag teachers agreed with these statement, However, from the other disciplines, a
quarter of teachers agreed with the first statement and almost half agreed with the second. This uncertainty in the science of
climate change is a reoccurring issue within climate change communication, and has in part been due to media
representations giving equal weight to the arguments for and against climate change. Here, it suggests that teachers could
benefit from further professional development and support to clarify the current state of knowledge.
13

Section 4: Climate Literacy Test
The breakdown of the results of the climate teat show, based on correct answers, that the realfag and naturfag teachers
have a higher climate literacy level. However, only 55% of the total of realfag and naturfag teachers answers were correct,
while only 31% of the remaining teachers answers were correct.
Correct answers Incorrect / Donʼt know answers
14
Climate Literacy Test Results
0 8 15 23 30
Q1. The greenhouse effect is caused
by ...
Q2. What is the most abundant
greenhouse gas in the atmosphere?
Q3. Which of the following
consequences of climate change has
not yet happened?
Q4. Which activities contribute most
to global emissions of carbon
dioxide?
Q5. How much energy and resources
would be needed if everyone were to
live like us in Norway?
Q6. Which gas absorbs no energy
from the sun?
Q7. What contributes most to rising
sea levels, alongside melting glaciers?
Q8. What is expected to happen to
the growing season at high altitudes?
Q9. How does the rate of global
warming from 1998 to 2012 compare
to the average since 1951?
Q10. The most important source of
energy in the Earth's climate system
Q11. What is the second largest
source of anthropogenic carbon
dioxide emissions?
Q12. If humans stopped emissions
today, what would happen to global
temperatures tomorrow?
25
Total number of respondents
35 0
Total number of respondents
Fig 14

Section 4: Climate Literacy Test - Discussion
The climate quiz revealed that while teachers have some knowledge about climate change, there are also significant gaps.
Combining the results from both groups of teachers revealed that on average they only answered 43% of the questions
correctly.
The four questions that over half naturfag and realfag teachers answered correctly were, Q1, Q6, Q7 & Q10: the correct
definition of climate change, the causes of sea level rise, gasses in the atmosphere, and the most important source of
energy in the climate system. The three questions the fewest of them answered correctly were Q5, Q8, & Q9: energy and
resources, changing growing seasons at high altitudes and the changing rates in global warming.
For the teachers from other disciplines, the 2 questions that over half answered correctly were Q1 & Q12: the correct
definition of climate change and the legacy of carbon emissions on future global temperatures. The questions the fewest
teachers answered correctly were the Q2 What is the most abundant greenhouse gas in the atmosphere?, Q8, and Q9.
In fact, in response to Q9 only 5% of teachers answered correctly, indicating they were less aware of the latest IPCC findings
that the rate of global warming has slowed in the period 1998 to 2012, when compared to data from the previous four
decades.
The results indicate that there are certain, common held misconceptions about climate change. These may be shaped by
the teachers own perspectives, for example, in response to Q4 only 55% correctly identified energy production as the main
source of man made carbon emissions. Given that Norway has a relatively green source of domestic energy production due
to its hydroelectricity supply, coal-fuelled power plants are not part of the cultural landscape, and this may be why for some
teachers emissions are more closely associated with transportation or deforestation.
In order to give the quiz relevance to Norway, Q5 & Q8 were formulated around information available on the State of the
Environment Norway website www.environment.no. The fact that the majority of teachers responded incorrectly to these
questions, may in part be due to the fact they do not use the website. As shown in their response earlier in the Section 2 of
the survey regarding resources used in the teaching of climate change.
6. Which of the following online resources do you use in your teaching? Mark all that are relevant.
15
CICERO
Environment.no
Miljodirektoratet.no
Bjerknessenteret for klimaforskning
ndla Naturfag
Regjeringen.no
Naturfagsenteret.no
Klimaloftet
Other
9 15%
0 0%
20 33%
9 15%
8 13%
21 35%
6 10%
23 38%
35 58%
Fig 15

Key points:
High school teachers are teaching about climate change. As previously shown, 77% of respondents are currently
teaching about climate change and a further 13% currently not providing climate education, are interested in learning more.
Given that the survey was voluntary, the main incentive to participate in the first place could be due to an individual teacher’s
current practice and interest in the field. What is clear, though, is that climate education is being provided by high schools in
Sogn og Fjordane. In addition, the results show that the current provision of climate change education is extensive in both
nature and content, though this in itself does not indicate to what degree climate education is integrated into the curriculum
nor where there are opportunities to further develop the climate education provided.
Teachers believe there is a lack of scientific certainty. Throughout the survey, teachers stated they believed there is still
a lack of scientific certainty and consensus on climate change. In Section 2 of the survey, a total of 52% consider this
uncertainty to be a barrier to the teaching of climate change. In Section 3, it became clear that more teachers from the non-science
subjects believed the science was still inconclusive and that there was lack of congruence among scientists
regarding the issue. The survey does not establish whether or not this view is expressed in the climate change education
provided.
Use of the internet. The results show that teachers source information on climate change from a range of published
materials: books, magazines, the popular press, internet and film. The internet was the most commonly-used source of
information. Aware of the potential to be misinformed by internet sources, teachers cited online social media sites, such as
Twitter, Blogger and Facebook, as being the second least trusted source of information about climate change, the first being
religious institutes .There is, perhaps, a need for further guidance with regards to where the best and most reliable
sources of information can be found on the internet.
Professional development With regards resources used, only 4% of respondents had resources and information sourced
from seminars, courses and conferences they had attended. This not only indicates a lack of professional support and
development programmes for climate change education. It also signifies that teachers may not have access to the most
recent and accurate information and ideas about climate change and climate change education. This could present a
potential avenue for misinformation if reliable sources are not found on the most commonly-used tool: the internet.
As previously mentioned at the beginning of the survey 14 respondents said no to any future training, of which 6 are not
currently teaching about climate change. This could be interpreted as an unwillingness to teach the subject in the future and
a potential negative response towards future professional development. However, when asked in Q8, to indicate what would
help them to deliver climate change education, only 3 (one languages and social studies teacher and two motor vehicle
studies tutors) repeated no interest in learning more and/or teaching climate change. Of the remaining 11, two cited specific
needs regarding time and vocabulary lists, one chose a visiting exhibition, and the remainder selected multiples of the
various support options listed. This suggests that more teachers in the region are open to providing climate change
education, if they receive the support to do so
The majority of teachers considered themselves informed about climate change, with a small drop in confidence regarding
the causes and consequences. However, a third of teachers expressed a lack of or limited knowledge of mitigation
measures, and almost a half expressed the same regarding climate adaptation. The results show that realfag and naturfag
teachers have greater confidence in their own competency for delivering climate change education than teachers from the
other disciplines. While this does not give any indication of individual teachers climate literacy levels, it does indicate different
types of professional support needs.
The climate quiz revealed that teachers have some knowledge about climate change but there are also significant gaps. The
combined results from both groups of teachers revealed that on average they only answered 43% of the questions correctly.
Again, this underlines the need for further training and support,
16

Recommendations - Climate Literacy Seminars & Practical Workshops
This survey was conducted with the goal of establishing whether or not climate change was being taught in high schools
and how they can be best supported in the delivery of this climate change education. The results show that 77% of
respondents are currently teaching climate change in schools. Of these 64% are interested in learning more. A further
13% not currently providing any climate change education, are also interested in learning more. Teachers are providing
climate change education in high schools and are open to further professional development in this field.
Only 4% of respondents had resources and information sourced from seminars, courses and conferences they had attended
on climate change. Given that 76% indicated they are interested in learning more, it could be that they have simply lacked
opportunity and access to such events. It also indicates that teachers have not had the opportunity to network, discuss and
possibly collaborate with other teachers in the development of the climate change education they provide.
Practical Exercises & Workshops: It is critical that any future professional development provided is appropriate,
relevant, and useful to teachers. The results from the survey show that 55% of teachers who responded want access to
practical exercises connected to the curriculum and that 35% of teachers want a practical workshop for developing
lesson plans. Both present an opportunity for teachers to share ideas and examples of good practice. This would be
particularly useful for those subject areas where relevance is either not clearly apparent, and/or there are no available
examples of how to integrate climate change into the respective curriculums. It could also save teachers time and energy.
Further dialogue is needed with teachers to ensure any resources and workshops developed best fit their needs.
Climate Literacy Seminars: The results from the climate quiz indicate that even though teachers from both groups
have some knowledge about climate change, with the science teachers scoring higher than those from other disciplines, on
average, teachers only answered 43% of questions correctly. The majority of teachers are largely not aware of the latest
findings from the IPCC, as seen in the answers to Q8; have misconceptions about greenhouse gases, as seen in answers to
Q2; and are not aware of the impacts climate change will have on Norway, as seen in answers to Q9.
While teachers may require differing content knowledge with regards integrating climate education into their curriculums, it is
advisable that all those providing climate change education possess a good grounding in the subject matter. Any climate
literacy seminar provided for teachers should not only aim to raise awareness of climate change causes, processes, and the
implications these have for Norway, but should also be an example of good practice and excellence in climate change
education through the range of methods, exercises, and resources used.
The Role of the Bremuseum: The Bremuseum has a central location in the county and the facilities to house and
deliver such workshops, which could be combined with a visit to the museum. Having already trialled a climate seminar
for teachers, the museum has also taken steps towards developing a format for such training programmes. Should
some teachers not be able to attend the workshops, any materials, including presentations and resources used or
developed during the sessions, should be made available online, in a downloadable format. Any training to raise climate
literacy levels should also include a list of resources where current, reliable and culturally relevant information can be
accessed. The Bremuseum website is a very visible and easy to remember location and could house such material for
teachers.
These three initiatives are recommended as the first steps toward fostering increased knowledge and understanding of
climate change among teachers, integrating local content into the curriculum in schools, and promoting critical thinking
about climate change.
17

Conclusions and Future Research
Though the results of the survey show that climate change is being taught in high schools in Sogn og Fjordane, owing to the
voluntary and anonymous nature of this baseline study, it is not clear if climate education is provided in all or just some
schools. The results also show that the climate change education that is provided is extensive in both nature and content.
Further research is needed to establish what existing place-based and culturally relevant curriculum activities are available to
and currently being used in the teaching of climate change in schools in Sogn og Fjordane. More qualitative research is
required to establish examples of best practice, such as: inviting outside speakers and climate scientists, to expand the
instruction, and integrating the search for solutions to specific climate problems into the curriculum. Additional research may
also be needed to establish the optimum means for sharing good practice in climate change education and ensuring
uniformity of provision across the county.
As is to be expected, the need for further training and professional support varies amongst individuals and between subject
areas. It also has to be accepted that the teaching of climate change is not compulsory. If it is taught in schools, it’s because
the teachers have elected to do so, and deliver the degree of training as they deem fit, based on time, resources and the
curriculum needs. Though basic in nature, this survey has provided an insight into which professional development services
would be most useful for teachers.
Based on the feedback, there a four distinct areas where more than half of the respondents experience some degree of
barrier to the teaching of climate change. The most statistically significant, and also least surprising is, lack of time, followed
by limited visual resources, lack of scientific certainty and limited access to reliable scientific information. The barriers
presented here do not represent a comprehensive list. Encouragingly, few teachers feel inhibited to teach about climate
change due to pressures from fellow colleagues, or from the school itself. It is, nevertheless, important to find out more from
teachers that have met with difficulties and establish what support they need in the future.
18

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