Andreas Schleicher, who supervises Pisa to the Organization of Economic Cooperation and Development, told me that the test was designed to promote the meaning of the students. He says it will be based in part on documents that have long been covered in schools in countries such as Japan and Canada.
Meanwhile, at home in the United States, scientific educators circulate the climate literacy guide like “Samizdat”-the term of self-publication of prohibited books in the former Soviet Union. Colorado cites the Guide of Scientific Standards of the updated state, currently underway. And the University of Washington has added a new page with a copy of the guide of an existing online educational resource called STEM Teaching Tools, which obtains around 10,000 to 15,000 visitors per month.
The Education Consultant Deb Morrison, who worked on the resource of Stem teaching tools, says they rushed to publish it in time for the national conference on science teaching in Philadelphia in March, where they organized more than a dozen sessions on the subject of science teachers from all over the country.
“I would say that the educators of each state teach the climate,” she said. “It can be developed to manage the type of tensions that exist in different places, to be able to meet people where they are, but they always teach the climate in Florida, in Maine, Mississippi, Oregon, Alabama.”
That said, Morrison said that the deletion of the guide from his dot.gov domain, not to mention the cancellation of basic government data collection on climate, poses a challenge not only for scientific knowledge, but for equity, justice and democracy.
“Now we are voting according to opinion or pseudo-expertise in different spaces, and no one really learns and uses evidence.”
To Schleicher, also, the progress of climate literacy through Pisa is a key element of a broader project to promote scientific knowledge as the basis of international cooperation. In a world where you can find whole YouTube channels dedicated to the proposal that the land is flat, he said, “science actually builds a consensus between people on an objective reality based on evidence.” Without that, it is difficult to imagine a peaceful or prosperous future for anyone.
A note: this is my final column of the climate and education for the Hechinger relationship with the support of this is the planet at the Aspen Institute. I have been contributing to this series since 2022 and I have covered early education through the development of labor, traditional and indigenous knowledge, climate narration in the media for children and more. It was an honor and you can find my continuous independent coverage of these subjects here in Hechinger, Grist and my Weekly newsletter. You can also register for the newsletter of climate change and education of Hechinger here.
Contact the editor -in -chief Caroline Preston in Preston@hechingerreport.orgon the signal at Carolinep. 83 or 212-870-8965.
