Good science starts with asking questions, but the National Center for Science Education wants to replace question-asking with alarmist climate change propaganda.
“Teachers’ knowledge and values can hinder climate education,” declared a study by the National Center for Science Education (NCSE) on Feb. 12, 2015. The study, released in Science Mag and promoted by LiveScience, asked more than 1,500 middle and high school teachers how they handle the topic of climate change in their classrooms.
Using the loaded and insulting term “denial,” NCSE programs and policy director Josh Rosenau lamented that "At least one in three teachers bring climate change denial into the classroom.”
"Worse, half of the surveyed teachers have allowed students to discuss the supposed 'controversy' over climate change without guiding students to the scientifically supported conclusion,” Rosenau said.
The nerve of teachers allowing debate, when climate alarmists insist there is “no debate."
Dr. Eric Plutzer, who designed the teacher survey, said students were not receiving enough climate change education “to provide students a solid grounding in the science.” Plutzer is a professor of political science at Penn State.
Stephanie Pappas, a contributor at LiveScience.com, wrote about the survey lamenting that “many students hear misinformation about the cause of rising global temperatures.” She dismissed the notion of teachers’ decision to teach that scientists are divided on the causes and consequences of climate change. Instead, she touted two instances where textbook publishers were strong-armed into removing sections that raised questions about climate change.
