Uploaded February 2025 | Updated September 2026, 2 weeks ago
Do teachers feel knowledgeable when it comes to teaching about climate change? How many hours a week (or year?!) are devoted to climate science in our nation’s schools? Is climate change even part of the national science curriculum? CFI Education Director Bertha Vazquez knows, and the answers will surprise you.
In her new book, What Teachers Want To Know about Climate Change, she challenges her fellow educators to introduce skeptical thinking skills to their students as a necessary aspect of understanding the politics of climate change. Vazquez argues science teachers are trained to teach critical thinking, emphasizing that science is falsifiable and requires tested hypotheses, evidence, and consensus—but they don’t teach how our own flawed thinking and perceptions can get in the way of accepting facts.
Do teachers feel knowledgeable when it comes to teaching about climate change? How many hours a week (or year?!) are devoted to climate science in our nation’s schools? Is climate change even part of the national science curriculum? CFI Education Director Bertha Vazquez knows, and the answers will surprise you.
In her new book, What Teachers Want To Know about Climate Change, she challenges her fellow educators to introduce skeptical thinking skills to their students as a necessary aspect of understanding the politics of climate change. Vazquez argues science teachers are trained to teach critical thinking, emphasizing that science is falsifiable and requires tested hypotheses, evidence, and consensus—but they don’t teach how our own flawed thinking and perceptions can get in the way of accepting facts.
