| This study sought to determine whether educators who introduced the current environmental issue of acid rain into ongoing curriculum were more receptive to change as measured by the Welch Curriculum Attitude Survey (WCAS). Other teacher characteristics were examined by the use of an author-developed questionnaire in which demographics, methods of teaching, specific topics and available acid rain materials were included. Six variables were selected as predictors that teachers will introduce a current environmental topic.;Findings: The difference, when comparing WCAS scores for teachers who introduced acid rain and those who did not, was found to be significant at p < .001. Caution should be observed due to the self reporting nature of the survey, and because of the small magnitude of the difference. No significant difference on the WCAS exists between those who say they will and those who say they will not teach about acid rain. Other teacher characteristics identified by correlational data, suggest other variables which need to be substantiated by further research.;Of the 559 teacher respondents, 77.8% have introduced the topic this year; of the 22.2% who have not, 12% say they will teach about acid rain next year and 10% have not and will not introduce the topic. Teachers rank-ordered a list of available curricular materials available on the topic, and selected in order: a 16 mm film, informational packet, reading assignments with questions and laboratory activities.;This study found that the sex of a teacher, years of teaching experience, being a life science teacher, and use of the combined classroom techniques of discussion, student reports, library work and films--were not important predictors. This study did find that teachers who included environment, energy and current events in their curriculum and who are receptive to change as measured on the Welch Curriculum Attitude Survey (WCAS) are more likley to have introduced the topic of acid rain to their students.;The WCAS and questionnaire were sent to a sample of 871 Minnesota science teachers (minus physics teachers). The data from a 68.8% return, or 593 teachers, were analyzed by various statistical tests (Pearson product-moment correlational tests, t-tests and regression analysis). |
