The Disappearance of Weather and Climate Science (both Quantity and Quality) in K-12 Textbooks

For the past decade, I have been reviewing science, math, and other textbooks for Collier County (southwest Florida) Public Schools. During this period, I have watched the declining quality and quantity of weather and climate science content and the loss of true science inquiry. Basic weather concepts (including cloud identification) have been replaced by blanket statements concerning the dire consequences of climate change. There is little in the way of discussion and almost no treatment of questions raised by some scientists about the almost sole focus on carbon dioxide as the cause. Yet, there are many contributing factors to climate change that are totally omitted. As weather content disappears and climate change overtakes the content (without any underpinning of weather), it becomes difficult to address either topic well. I liken this to a brain surgeon who has yet to understand basic anatomy and physiology. In addition, texts, diagrams, and data are either full of errors of omissions or improper photographs are used to explain concepts and weather processes. I will some examples from the textbooks that I have reviewed. Be prepared to be shocked by what you see.

As tv meteorologists and station scientists, you want your viewers to have, at least, a rudimentary knowledge of weather and climate. Based on the textbooks which I have reviewed (going back more than 10 years), the trend line is not in favor of the entire meteorological profession.

I will also explain the textbook review process and show how each you can use your station scientist position to help improve the state of weather and climate education in school textbooks.