Resumen de Increasing Preservice Science Teachers’ Climate Change Knowledge, Hope, and Self-Efficacy in an Online Chemistry Course

Yujuan Liu, Yeoeun Song, Xisen Wang

• The purpose of this study is to evaluate the effect of a remote climate change project on preservice science teachers’ (PSTs’) knowledge, hope, and self-efficacy toward climate change in a teaching credential upper division undergraduate chemistry course. After the project, results showed a significant increase in PSTs’ knowledge, hope, and self-efficacy toward climate change. In addition, PSTs’ preknowledge of climate change was found to have a positive effect on their hope and self-efficacy toward climate change on the basis of the multivariate analysis of variance (MANOVA) results. This study provides evidence that online climate change education programs have positive effects on participants. Because of the delivery convenience and power to reach more participants, this could be of particular interest for science educators to explore ways to support pre/in-service science teachers through future offerings of high-quality remote professional development programs.