Abstract
Climate change science is complex and perceived to be controversial in nature by some stakeholders. Yet from the perspective of educators and policy makers, climate change science is an important topic to be taught in secondary science education. The presence of controversy can influence teachers' instructional decisions and cause confusion about the science of climate change. This study examines the complex nature between science teacher beliefs and the impact on their instructional practices of climate change-centered curriculum. Findings from the study suggest teachers have strong beliefs about the causes and implications of climate change. However, due to the controversial nature of the topic, the current US political climate, and fear of resistance from stakeholders, teachers did not espouse these beliefs within their instruction of the curriculum and instead remained "neutral" when teaching about climate change.
