Bhattacharya, D., Chandler, M., Carroll-Steward, K., & Forbes, C.T. (2020). Using climate models to learn about global climate change. The Science Teacher, 88(1), 58-66.
This article focuses on investigating the phenomenon of increasing surface air temperatures using a global climate modeling approach.
Developing understanding about the Earth’s climate and the phenomenon of global climate change (GCC) is essential for all students, our future citizens and decision-makers. Recent implementation of the Next Generation Science Standards (NGSS) has intensified the focus on teaching and learning of the Earth’s climate and GCC in formal learning environments. Concurrently, the empirical research associated with climate education has also increased.
Recent implementation of the Next Generation Science Standards (NGSS) has intensified the focus on teaching and learning of the Earth’s climate and GCC in formal learning environments. Concurrently, the empirical research associated with climate education has also increased. We used an exhaustive, stepwise process to search for and identify relevant literature, systematically analyzing 178 empirical, peer-reviewed studies focused on climate literacy and education in formal K-16 settings.
Developing understanding about the Earth’s climate and the phenomenon of global climate change (GCC) is essential for all students, our future citizens and decision-makers. Recent implementation of the Next Generation Science Standards (NGSS) has intensified the focus on teaching and learning of the Earth’s climate and GCC in formal learning environments. Concurrently, the empirical research associated with climate education has also increased.
Recent implementation of the Next Generation Science Standards (NGSS) has intensified the focus on teaching and learning of the Earth’s climate and GCC in formal learning environments. Concurrently, the empirical research associated with climate education has also increased. We used an exhaustive, stepwise process to search for and identify relevant literature, systematically analyzing 178 empirical, peer-reviewed studies focused on climate literacy and education in formal K-16 settings.
In this mixed method study, we analyse the effectiveness of two pedagogical approaches – one model-based and another non-model-based – for developing secondary students’ understanding of the phenomenon of increase in Earth’s average surface temperatures, a core dimension of global climate change (GCC). Building on past research on teaching and learning about Earth’s climate, we use an Evidence-Based Reasoning framework to assess student tasks and interviews from a 3-week, project-developed, model-based curriculum.
In this mixed method study, we analyse the effectiveness of two pedagogical approaches – one model-based and another non-model-based – for developing secondary students’ understanding of the phenomenon of increase in Earth’s average surface temperatures, a core dimension of global climate change (GCC).
Objective
Socially-relevant and controversial topics, such as the climate crisis, are subject to differences in the explanations that scientists and the public find plausible. Scaffolds can help students be evaluative of the validity of explanations based on evidence when addressing such topics and support knowledge gains.
Method
This study compared two scaffolds in which students weighed connections between lines of evidence and explanations for the topics of climate change and extreme weather events.
Socially relevant and controversial topics, such as the climate crisis, are subject to differences in the explanations that scientists and the public find plausible. Scaffolds can help students be evaluative of the validity of explanations based on evidence when addressing such topics and support knowledge gains. This study compared two scaffolds in which students weighed connections between lines of evidence and explanations for the topics of climate change and extreme weather events.
This high school curriculum offers over 61 data-intensive Earth Science investigations, all set in real-world contexts and includes a variety of other activities, including topical fiction and non-fiction readings and research projects and presentations that build critical life and scientific literacy skills.
This high school curriculum offers over 61 data-intensive Earth Science investigations, all set in real-world contexts and includes a variety of other activities, including topical fiction and non-fiction readings and research projects and presentations that build critical life and scientific literacy skills.
Use a fictional Earth-like planet to explore plate tectonics as a system of interacting plates.
Use a fictional Earth-like planet to explore plate tectonics as a system of interacting plates.
This online collection of transformative geoscience resources includes Earth system models, data visualization tools, and curriculum modules. Each module is designed for middle and high school students and is aligned with the Next Generation Science Standards. Teacher Editions, which include detailed background information, tips, and exemplar student responses, are available to help teachers guide their students through each module.
This online collection of transformative geoscience resources includes Earth system models, data visualization tools, and curriculum modules. Each module is designed for middle and high school students and is aligned with the Next Generation Science Standards. Teacher Editions, which include detailed background information, tips, and exemplar student responses, are available to help teachers guide their students through each module. Classroom management tools, reports, and a real-time dashboard to help teachers track their students' progress are also available through the Learn portal. Validated pre- and post-assessments for each module are provided.
This online collection of transformative geoscience resources includes Earth system models, data visualization tools, and curriculum modules. Each module is designed for middle and high school students and is aligned with the Next Generation Science Standards. Teacher Editions, which include detailed background information, tips, and exemplar student responses, are available to help teachers guide their students through each module.
This online collection of transformative geoscience resources includes Earth system models, data visualization tools, and curriculum modules. Each module is designed for middle and high school students and is aligned with the Next Generation Science Standards. Teacher Editions, which include detailed background information, tips, and exemplar student responses, are available to help teachers guide their students through each module. Classroom management tools, reports, and a real-time dashboard to help teachers track their students' progress are also available through the Learn portal. Validated pre- and post-assessments for each module are provided.
CHANGE provides a website, https://climatechange.usf.edu/ which includes nine units from a marine sciences course, complete with lesson plans involving inexpensive, easy to find materials, Powerpoints, downloadable files and an interactive web-based eBook with simulation-based games.
Nine units for high school-level Marine Science classes: (1) Ocean Exploration, (2) Marine Geology, (3) Marine Chemistry, (4) Estuaries, (5) Marine Physics, (6) Populations: Producers, (7) Populations: Invertebrates, (8) Populations: Vertebrates and (9) Capstone: Apollo Beach. All of these materials can be potentially repurposed for other high school science courses. The units include lesson plans involving inexpensive, easy to find materials, Powerpoints, downloadable files and an interactive web-based eBook with simulation-based games. Teachers can view the top level, outline of the CHANGE curriculum web-page: https://climatechange.usf.edu/. However, to access the actual materials, they will need to register to get a username, by emailing Dr. Glenn Smith: glenns@usf.edu and metinbesalti@mail.usf.edu
