First the junk scientists said global warming was causing more snow to fall.
Then they said global warming was causing more ice to form.
Then they said global warming was behind winter blizzards.
Then they said global warming was causing ships to get stuck in Antarctic ice.
Then, last year, the EPA chief said global warming was behind Boston’s worst winter ever.
** Satellite data shows there has been no global warming for over 18 years.
Despite the fact that every dire warning about global warming never took form, junk scientists are still pushing the redistribution scheme.
Now junk scientists are outraged that global warming is not mandated in public schools. Worse yet, one of three American teachers actually question the dogma.
They want this to change.
Science Alert reported:
A broad study of middle and high school science teachers in the US has found that the teaching of climate change in American schools is severely lacking.
In what the researchers claim is the first nationally representative survey of American science teachers on climate change education, data was collected from 1,500 public school teachers spread across all 50 US states. The findings suggest that climate change denial is being taught in a significant proportion of the nation’s classrooms, and that many teachers who do try to address human-caused global warming don’t have the time or resources to educate students properly about the science involved.
“At least one in three teachers bring climate change denial into the classroom, claiming that many scientists believe climate change is not caused by humans,” said Josh Rosenau, programs and policy director at the National Centre for Science Education. “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.”
The research, which is published in Science, suggests that the amount of climate change education children receive is extremely small, amounting to just 1 or 2 hours of lessons over the course of an entire school year.
“Not as much as we had hoped, and not enough to provide students a solid grounding in the science,” said political scientist Eric Plutzer from Penn State University, who designed the survey. “The good news? Few teachers were pressured to avoid teaching about global warming and its causes.”
Nonetheless, the sub-par teaching is clearly a systemic problem. Three out of five teachers surveyed were unaware of or misinformed about the near-total extent of scientific consensus on climate change. Fortunately, there’s also firm evidence of the educational community wanting to improve their knowledge, even among many of those who might now be identified as climate skeptics.