Issue-Specific Barriers to Addressing Environmental Issues in the Classroom: An Exploratory Study

Abstract

To explore issue-specific barriers to teaching environmental issues, the authors investigated secondary science teachers' perceived current and preferred teaching levels for 23 environmental issues and perceived barriers to teaching the selected issues. Subjects in this graduate project were 41 secondary science teachers self-selected to answer a paper-and-pencil survey at national and regional conferences in autumn 2003. Barriers identified from the literature were appraised by the teachers and compared with their current and preferred teaching levels for the environmental issues. Barriers are more issue specific than applied to every issue. Implications for teacher education are explored and research suggestions are offered.