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ALBANY -- "We clearly need more students that start studying physics, math, biology and atmospheric science," said UAlbany Atmospheric Science Professor Mathias Vuille.
Vullie said during an interview that Middle and High School students should be learning about these topics.
"What I would like to see and I think was addressed in the proposal is that there are links and connections to teach this in a slightly more holistic view," said Vullie.
Tying the topics to real world examples.
"The impacts for example are very much related to changes in biodiversity and our natural environment and biology," said Vullie.
The New York State Department of Education said that they wouldn't have a comment on the proposal until the Board of Regents votes on it.
"Criticism I can see is from groups who just don't want us to teach these topics because they may be objective of climate change or evolution," said Vullie.
Citizens for Objective Public Education is one of the groups who is an outspoken critic of the proposal. They did not return our phone calls.
"They're scientific issues with social implications, there is a tendency to polarize the discussion. you take one side or the other," said Alan Oliveria, a Science Education Professor at UAlbany.
Alan Oliveria, teaches future science teachers. He said during an interview that teachers are now encouraged to teach controversial topic in order to promote discussion.
"Should they disclose what they think or not? that is where I think the heart of the issue is. I think it is unclear whether teacher disclosure of their views can shape students views," said Oliveria.
Although most schools in New York do teach evolution and climate change, but with the proposal, teachers would have to talk even more about the two issues. According to Niskayuna High School, teachers have received phone calls from concerned parents something for which professor Oliveria prepares his students.
"All my students tend to be nervous about it. That is one of the critical things about controversy," said Oliveria.