ABSTRACT
This chapter reports contributions of new and fresh thinking in climate change education from our Maryland and Delaware Climate Change Education, Assessment, and Research learning sciences team, as supported by two grants from the National Science Foundation's Climate Change Education Program. Delaware context with coastal areas along both states influenced to a large extent our decision to select SLR for this next step of our learning progressions research in climate change education. Learning progressions support this achievement because LPs describe the way in which learners' ideas about a topic become more sophisticated over the years through sustained learning opportunities and targeted instruction. The chapter focuses on development of a limited subset of hypothetical LPs for the consequences of climate change that were selected to align with the geographical regions represented in our context has resulted in tangible progress in our quest to include climate change in science teacher education and in the science curriculum.
