ABSTRACT
Norris and Phillips provides an overview of the many different definitions of science literacy discussed in the literature. This chapter examines the climate literacy in detail. It argues that to improve climate literacy, it must not only be concerned with our students' understanding of climate science, which can be called a "derived" sense of climate science literacy. The chapter concerns students' ability to read and write texts about climate science, which can be called a "fundamental" sense of climate science literacy. It reviews the differences between a derived and a fundamental sense of science literacy and describes the development and components of the climate literacy framework. The chapter examines how well K-12 education is currently reaching the goal of climate literacy and analyzes how the Next Generation Science Standards may improve that endeavor. It concludes the specific suggestions for improving fundamental climate literacy within classroom practice.
