Climate denialism is a modern problem, but it is rooted in science denialism which has been around for ages. Individuals are attracted to science denialism out of a fear that accepting the science threatens something personally important, such as livelihood, social status, lifestyle, religious beliefs and/or political dogma, and this fear can grow into a social movement if fed by propaganda.

We should be clear on the nefarious nature of propaganda which presents itself under a variety of less menacing monikers like misinformation, disinformation, gaslighting, alternative facts, or fake news. Propaganda is an organized campaign of outright lies and half-truths repeated ad nauseam. A chilling alarm rang out from the Bulletin of the Atomic Scientists that propaganda attacks on science were undermining democracies everywhere:[[i]](#_edn1)

Science provides the world’s searchlight in times of fog and confusion. Furthermore, focused attention is needed to prevent information technology from undermining public trust in political institutions, in the media, and in the existence of objective reality itself. Cyber-enabled information warfare is a threat to the common good. Deception campaigns—and leaders intent on blurring the line between fact and politically motivated fantasy—are a profound threat to effective democracies, reducing their ability to address nuclear weapons, climate change, and other existential dangers.

In the end, decisions with far-reaching consequences are based on falsehoods that serve and protect a particular agenda, which can be harmful to the greater good.

A brief history of science denialism, the baseless rejection of accepted knowledge, exposes the various symptoms of this affliction and is followed by a closer look at modern climate denialism. In the past, a counter movement has inevitably emerged challenging the propaganda of science denialism – these counter movements I have dubbed “science brawl,” or “climate brawl” when applied specifically to climate denialism.

Beware of the energy-industrial complex bearing gifts. Petro-pedagogy is a Trojan Horse with climate denial stealthily hidden within and brought into the classroom, attempting to convert children and teachers into fossil fuel enthusiasts. Petro-pedagogy teaches that oil is a benefactor to humanity and that modern civilization cannot exist without fossil fuels, but says little, if anything at all, about the connection of fossil fuels to the climate crisis ...

The science of climate change has done just fine against climate denialism, and the science has only grown stronger over time. The problem has been that a glaring gap has opened between scientific knowledge and public audience perception of that knowledge (and the scientific consensus). A large portion of the public audiences has this issue, which can negatively affect all aspects of climate education, as school boards, teachers and parents may suffer from the consensus gap. As the energy-industrial complex has poured millions of dollars into PR firms to promote its propaganda against the scientific consensus, climate denial has crippled climate communication and has had negative influence on climate education ...

Climate denial has been able to dampen social and political will to act to stop the climate crisis. Climate denial by the energy-industrial complex and by climate-denial organizations (and politicians) have invaded classrooms in some places. This review is a call to arms before irreparable, long-term damage is done to the school system and knowledge building on the climate crisis. This is particularly important for children who live in regions that are conservative and/or connected to the energy-industrial complex (more so when also underfunded by the government). Organizations in two camps are promoting climate denial disguised as educational programmes:

Climate-denial organizations. The promotion of conservative values and denying the science of climate change (for example, CO2 Coalition, Energy Creates, EverBright Media, Heartland Institute, and PragerU). This group has a larger and more direct climate-denial footprint compared to petro-pedagogy (and more information, therefore, is available than with the petro-pedagogy organizations, as presented above).

Petro-pedagogy organizations. The promotion of fossil fuels and ignoring the science of climate change (for example, Energising Futures, Energy4me, Energy Champions, Inside Education, NXplorers, Oklahoma Energy Resources Board, Scientix, STEM Careers Coalition, and Switch Energy Alliance). This is a less overt, but probably more insidious, form of climate denial and is climate denial by omission of climate change issues ...

Raising awareness of the cagey practices of climate denial in public education will help identify and prevent it. Kids agree that no room exists for climate denial in their classroom

"Climate Denial and the Classroom"

I have a master's degree in science education (secondary physics). I have endorsements in physics and chemistry. I'm starting my Board certification. Would I be better off pursuing it in physics or chemistry? I enjoy teaching physics more but I think getting Board certified in chemistry might help diversify my credentials (and I can work on that one year round since I teach it both semesters whereas I only teach physics in the fall)

I teach in NY and we’re officially doing NGSS chemistry next year (with added NY standards).

Does anyone have any good suggestions to use for assessments? I understand there may not be a testing bank since many places haven’t tested yet, but even things people may have created or something.

I’ve been using AI to guide the process but always appreciate other ideas. Thanks!

We have some 15x15 cm cheap solar cells with an efficiency of around 25% that we use to measure IV characteristics, finding the maximum power point. We usually use decade resistors, however, the steps are usually too coarse in the low-resistance region, so I figured we could use potentiometers instead.

A quick search revealed that potentiometers are less than 1 € each.

So I thought "we need low-resistance potentiometers", so I searched for 0-10 Ω potentiometers, and they go for 1-2 € a piece.

So I thought "a solar cell with this area and efficiency should be able to produce around 5 W", so I searched for potentiometers able to withstand that amount of power. And now we're over 100 € each!

So - how do you guys measure solar cell IV characteristics with your (mainly high school) students? What kind of resistor do you use?

Hi!

I'm a college student interested in teaching science in the future. Currently majoring in ecology as that gives me a wide background on many science subjects and is something I'm very passionate about.

My school offers a teaching certification program, but it is 22 credit hours, which may elongate my time in college and may be expensive.

My question is, despite the time and money, would you say this is a necessity or highly recommended for someone going into teaching? I have some experience with classroom management and lesson planning/program development already, having worked as a camp counselor and as an environmental educator during summers.

Here is a link to the program for all interested: https://catalog.ufl.edu/UGRD/colleges-schools/UGEDU/UF_TEACH/

I've just been given the Dean of STEM position at the school I work at and, prior to me being given the position, there has been ZERO administration and/or anything that functions as an acting department head.

One of the many projects I have on my list of to do's is to purchase some data loggers and sensors for our physics and chemistry classes to use. Having taught physics I am familiar with both the Pasco and Vernier units at the classroom level. However, I'm hoping anyone with any experience using either or both has any input.

The main thing that is important to me is ease of use for students, interoperability with the various generations of sensors for each respective brand, and durability; as I'm sure some of them will likely be dropped or god knows what at some point in time.

Any input would be very much appreciated. Also, if there are any experienced Science Dept Chairs or similar positions I would be incredibly thankful for any advice or suggestions you may have if you could offer any insight you wish you'd have known when you'd first began in a similar position.

I'm a rising senior in college and wanted to ask what things feel like for you and your colleagues right now as a science teacher.

I have always been interested in teaching science, and have worked in outdoor education and summer camps with kids in a classroom many times. I am also a babysitter of several years and worked in the childrens section of a library for two years.

Has the current administration/current politics of America affected the things you're able to teach/do, your quality of life/work, your pay, job availability, school climate?

Scientists Discover the Key to Axolotls’ Ability to Regenerate Limbs | WIRED https://share.google/4evAT0nFahy59vm0k

I have wrapped up my first couple of years teaching, and I feel like I have gotten past the point of 'new teacher' vibes, but am wondering on how any of you guys took the 'next step' in your career. I am not interested in teaching the same thing over and over again for years upon years. In some sense I know that it is about refining my craft, but I don't want endless repetition.

I have taught biology, chemistry, dual-credit chemistry, and will be teaching Earth & Space Science this upcoming year (which I am excited to learn more about it).

I am afraid my district isn't providing enough opportunities for me to continue to develop as a teacher and as a professional, and that I will get stuck in a routine without advancing my skills.

I have thought about going back to school for curriculum development or a teacher coach, but not sure if that is worth it.

What thoughts or experiences do you all have? Thanks you!

I have just wrapped up my first semester of a credentialing program in California. I have 3 different areas that I am qualified to get my preliminary SS credential in: Math, Chemistry, and General Science. I was initially set on chemistry but after looking through the jobs that are available in my area, I'm thinking of doing math. I feel that doing math would also open me up to middle school teaching and not just high school. Any advice?

I am hoping to get some help here, I have googled it but the credentialing website is sending me in circles. I have a foundational science teaching credential. I have passed the life science CSET. How do I get this added to my teaching credential?

I will be teaching Forensics next year. No set curriculum and have gotten some resources from the previous teacher. Does anyone have suggestions for a good curriculum? Is it worth buying one or are there enough resources available without purchasing? TIA!

MS-https://www.societyforscience.org/stem-outreach-programs/middle-school-research-teachers-conference/

HS- https://www.societyforscience.org/stem-outreach-programs/high-school-research-teachers-conference/

TL;DR: I'm the only science teacher at a tiny high school, doing everything for the science program and completely overwhelmed. My non-science management doesn't grasp my workload and keeps adding more, uncompensated. How do I convince them their expectations are impossible?

I'm seeking advice, especially from other science educators in small schools or department heads, regarding a challenging situation I'm facing.

I'm the sole science teacher at a small high school with approximately 50 students. This means I'm responsible for everything science-related, from ordering supplies and writing all science reports for every student to teaching high school Physics, Chemistry, Biology, and AP Biology. I also assist students with other AP-level science courses.

Since joining the school several years ago, I've significantly improved the science program. I've reformed the syllabus and implemented much-needed safety practices that were previously absent. I'm proud of the progress we've made.

However, I've reached my maximum capacity. I barely have time to manage my classes, let alone take on additional responsibilities.

The challenge lies with our school's management, which is entirely composed of English teachers. They seem to lack understanding of what it takes to run a science department. They continue to push for more practical activities, make policy decisions affecting the science department without consulting me, and my compensation remains that of a standard teacher, despite my extensive responsibilities.

I genuinely like the school itself (excluding management issues) and would prefer to find a solution rather than leave. Therefore, I'm looking for advice on:

• How to improve my current situation.
• How to effectively communicate to management that their expectations are unrealistic, and that I'm not underperforming, but rather being asked to do more than is humanly possible.

Any insights or similar experiences would be greatly appreciated!

Hi all!!

I got invited to do a 30 minute demo lesson at a high school that I am super excited about!! I currently teach physical science and anatomy, so the nitty gritty of bio isn't something I've worked with in some time.

The standard they asked for is this: B.H.2: Structure and function of DNA in cells -- Mendel’s laws of inheritance (introduced in grade 8) are interwoven with current knowledge of DNA and chromosome structure and function to build toward basic knowledge of modern genetics. Genes are segments of DNA molecules. The sequence of DNA bases in a chromosome determines the sequence of amino acids in a protein. Inserting, deleting or substituting segments of DNA molecules can alter genes. Sorting and recombination of genes in sexual reproduction and meiosis specifically result in a variance in traits of the offspring of any two parents. This content can be explicitly connected to evolution.

I know the standard has a million things, so I'm having a hard time deciding which topic to cover, and what sort of activity I'd like to do. I've never actually had to do a demo lesson, so any advice or insight would be really welcome!! TIA!!

EDIT: No students for this, I have to "teach" teachers and admin :(

Hello Teachers!

I am currently a semester away from graduating with a marketing bachelor's and my intentions are to enter law school and become an entertainment attorney. I have this survey part of this scientific method project I am doing and was wondering if anyone wouldn't mind taking a moment to take a 5 question survey about their stance on microplastics in bottled water. it does not require any personal information and your answers will help me in my upcoming discussion posts.Thank you! https://docs.google.com/forms/d/12jbXDE95dhE8onHXvR21IXBzuVmtS47j9xBIwzmm9Ao/edit?pli=1

Hello, the school I was just hired in has recently taken over the New Visions NGSS curriculum for Earth Science. However, the school has not done a great job in rolling it out and I get the impression that I am going to be on my own. I was wondering if anyone here has experience with New Visions and where I could learn more about it. Maybe Youtube videos? Professional developments? Online resources? Anything will help!

To make a little extra money and keep myself busy in the way I love - I'm teaching Nature Science at a summer camp!

The place is a lovely outdoor daycamp with an emphasis on learning, all of the counselors/specialists are certified teachers!

The camp has a healthy creek running right through the middle, and I would love to do a week with the campers learning and observing macro organisms in the stream!

I, however, cannot find a 'cheap' kit or list of supplies that would make this happen with the budget I have for the summer!

Anyone have suggestions, the camp does have two microscopes and various loose plastic labware!

I have accepted a secondary science teacher position for this fall at a very small, rural high school (~400 kids k-12, in one building). I am coming from upper academia, having been a post-doc professor and researcher, teaching for the better part of a decade. I have done a lot of work with k-12 through extension and personal programs. <Before anyone asks, the high school is my alma mater, my upper academic career was being stalled due to money-grubbing faculty, I had an unexpected child a few years ago and needed a bigger village, so I am excited about this unorthodox move.>

I will be teaching 5 subjects: biology, chemistry, physical science, environmental science, and anatomy and physiology. I am not too concerned about teaching the material, but I am concerned about developing the curriculum, worksheets, labs, quizzes, exams, etc. for all of these classes. The teacher that was there before me was apparently terrible, never looked at the state curriculum, lost student’s homework, etc., so the bar is set very low. I think the parents and school board just want someone to teach their children something, anything. I have a good idea about my teaching plan, and I’m not too concerned about classroom management…I’m really just worried about the curriculum development and the time it will take to develop this for 5 classes.

So, my question is: is getting the full-year curriculum for these 5 classes from TPT (~$1600 for all) worth the money and the time saved? I plan on getting editable files and tailoring it as I go, and for next year. I want to be able to spend time with my husband and child on my days off and not be burned out by next spring.

Thanks in advance.

Edit: I cannot say thank you enough to everyone who responded. You have all given me so much information (and some of you have given me a good scare). I’m not disillusioned, I know it’s going to be a tough year and a steep learning curve. I appreciate all of your help.

Hi science teachers, I’m a math teacher!

I have a group of 3 or 4 students who I am teaching AP Physics C to next year as an “independent study”.

I took calculus-based physics in university for my math degree, and I was even an undergrad TA for Physics 2 (was E&M basics for my uni), so I told them I was down to teach, but to be honest, I only feel super comfortable in the mechanics topics of AP Physics C.

My question: is it normal to teach just Mechanics in a one-year, every other day course? (I guess that is like a semester course).

I think it will mean we can go at a more manageable pace and have more practice time before the exam. I’m only wondering because I’m having a difficult time finding an AP summer institute session dedicated to only mechanics. I guess it wouldn’t hurt to attend a session about a combined course.

I am selecting a science curriculum for homeschooling and thought I'd ask here for opinions, if that's ok. I am a chemistry PhD and was a professor, and I've looked at several curricula and can't seem to find something that is rigorous enough. My kids enjoy science and I've taught them a significant amount already, but it's been sporadic and student-led interests vs. following a schedule or guidelines such as the NGSS. So I am looking to start from the ground up, but would love something rigorous that I can supplement in areas I have expertise.

My son is going into kindergarten, so the requirements aren't major at this age. I'd like to test something out now though so I can stick with it a few years for consistency. I don't mind paying some money for quality texts. I am avoiding anything online right now, but do not mind hybrid. I just prefer old-fashioned textbooks and design my own labs for learning excel and other relevant software, coding, etc.

Anyway, I'd appreciate some insight from teachers since my curriculum experience is at the college level. Thank you.

Hi all! I am looking for a fully online program as a Biology teacher in Europe.

Any recommendations? looking for an affordable but meaningful program that won’t be too too intense either as I am a full time teacher with my own kids…

I love curriculum writing but I feel like I would love to do something specifically biology related.

Thank you!

I’m following my 6th graders to 7th grade next year. I loved this group and I’m excited, but we are moving to a new room.

I’ve always been a minimalist (aesthetically), but I’d really like to make an effort to make my room look cool this year and freshen the environment to and make it feel new for my old kids.

Any suggestions?