The article „Debunking Climate Myths Is Easy—Is It Really? An Explorative Case Study with Pre-Service Physics Teachers” by Thomas Schubatzky (Universität Innsbruck) and Claudia Haagen-Schützenhöfer was published in the journal “Education Sciences”.
Climate change and its consequences are discussed on many levels throughout society. Students are confronted with a lot of information – and misinformation. Climate change is complex and teachers must support students to distinguish information from misinformation. One approach for this challenging task is based on the inoculation theory: Students are confronted with misinformation and learn to identify and debunk them. In this article the potential in preparing future teachers to teach controversial topics by this approach is discussed.
