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Misconceptions or a lack of relevant prior concepts can hinder students from developing an understanding of scientific concepts. Science education research suggests that building on students\u27 prior concepts is an effective way to develop students\u27 scientific knowledge. This study reports the results of an analysis of earth and environmental science textbooks\u27 representations of climate change concepts and an examination of these presentations for possible contribution to students\u27 common misconceptions of climate change. A literature review was conducted to identify students\u27 common misconceptions of climate change. Textbooks\u27 conceptual coverage and their ways of presenting scientific conceptions were examined concerning their potential influence on further reinforcing and adding greater confidence to students\u27 misconceptions. Our results indicate that the reviewed textbooks were not designed based on careful consideration of students\u27 common misconceptions of climate change. We made recommendations for improving the conceptual clarity and organization of climate change concepts in Earth and environmental science textbooks

Do Earth and Environmental Science Textbooks Promote Middle and High School Students' Conceptual Development About Climate Change?