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Climate change is one of the most significant science issues facing humanity; yet, teaching students about climate change is challenging: not only is it multidisciplinary, but also it is contentious and debated in political, social and media forums. Students need to be equipped with an understanding of climate change science to be able to participate in this discourse. The purpose of this study was to examine Western Australian high school students’ understanding of climate change and the greenhouse effect, in order to identify their alternative conceptions about climate change science and provide a baseline for more effective teaching. A questionnaire designed to elicit students’ understanding and alternative conceptions was completed by 438 Year 10 students (14–15 years old). A further 20 students were interviewed. Results showed that students know different features of both climate change and the greenhouse effect, however not necessarily all of them and the relationships between. Five categories of alternative conceptions were identified. The categories were (1) the greenhouse effect and the ozone layer; (2) types of greenhouse gases; (3) types of radiation; (4) weather and climate and (5) air pollution. These findings provide science educators a basis upon which to develop strategies and curriculum resources to improve their students’ understanding and decision-making skills about the socioscientific issue, climate change. [ABSTRACT FROM PUBLISHER]

Despite the scientific consensus on anthropogenic climate change and its implications, there is considerably less certainty or strength of belief among the general public in some industrialised countries. One explanation for the lack of consensus is the partisan nature of political debate about climate change. A survey of Australian politicians demonstrates that political party affiliation and ideology have a powerful influence on climate change beliefs. Politicians from Labor and Green parties (centre-left and progressive parties) exhibited beliefs that were more consistent with scientific consensus about climate change than non-aligned or conservative leaders. Moreover, political ideology (left–right) emerged as the most important predictor of politicians’ climate change beliefs. These findings highlight the role of political partisanship and ideology in undermining consensus around climate change and suggest the need to build consensus through constructing climate change messages that appeal to closely held values and which advance the discussion of solutions along non-partisan lines. [ABSTRACT FROM PUBLISHER]