ED015
Climate literacy: Bringing climate change science curriculum, pedagogy, and research to K-12 educators, preservice teachers, and students.
Session ID#: 82100
Session Description:
Promoting effective decision making about the impacts of global climate change requires ongoing efforts in climate literacy and education. K-12 education provides the best opportunities for students to engage in sustained learning about Earth’s climate and climate change. Teachers face various challenges in accessing and implementing materials relevant to climate literacy education however, and need innovative resources, engagement strategies, and professional development opportunities. This session invites abstracts presenting research and models of approaches, interventions in curriculum, instruction and professional development that: discuss empirical outcomes from implementation of curricular/instructional interventions among diverse students in K-12 settings; offer conceptual frameworks for inquiry-based instruction in climate change aligned with NGSS and science and engineering practices; increase inservice and preservice teachers’ knowledge of climate change science and improve access to research-based information, including access to appropriate climate data to guide student field studies related to climate change; and provide training for professional development providers.
Index Terms:
0805 Elementary and secondary education [EDUCATION]
0825 Teaching methods [EDUCATION]
0830 Teacher training [EDUCATION]
0845 Instructional tools [EDUCATION]
Primary Convener: Bradley E Hoge, National Center for Science Education, Oakland, CA, United States and CLEAN Network
Conveners: Frank Niepold III, NOAA Washington DC, Climate Program Office, Washington, DC, United States, Anne U Gold, CIRES/CU Boulder-Rsrch Lab 2, Boulder, CO, United States, Devarati Bhattacharya, University of Minnesota, Waconia, MN, United States and CLEAN Network
Primary Liaison: Bradley E Hoge, National Center for Science Education, Oakland, CA, United States and CLEAN Network
Engaging High School Students in Investigative STEM Activities Based on Field Research (489141)
Jessica Stevens, Gary Comer College Prep High School, Chicago, IL, United States, Patricia N. Joyner, University of Maine, Orono, United States, Aaron E Putnam, Columbia University of New York, Palisades, NY, United States and Peter Strand, University of Maine, School of Earth and Climate Sciences and Climate Change Institute, Orono, ME, United States
American Meteorological Society (AMS) DataStreme Earth’s Climate System: Inspiring Confident Climate Science Educators via Online Graduate Coursework for In-Service Teachers (507117)
Wendy E Abshire1, Elizabeth W. Mills1, Liz Baugher1, Abigail E. Stimach1, Chad Kauffman2 and Elizabeth Day-Miller3, (1)American Meteorological Society, Education Program, Washington, DC, United States, (2)California University of Pennsylvania, Earth Sciences, California, PA, United States, (3)BridgeWater Education Consulting, LLC, Bridgewater, VA, United States
Hazard Education and Resilience Awareness Task Force (HEART) Needs Assessment: Colorado teachers’ experience in and needs for teaching about natural hazards and community resilience (Invited) (542172)
Kathryn Boyd1, Anne U Gold2, Megan Littrell3, Erin Leckey4, Amanda Morton5, Katya Schloesser6 and Christine Okochi3, (1)Cooperative Institute for Research in Environmental Sciences, Boulder, CO, United States, (2)CIRES/CU Boulder-Rsrch Lab 2, Boulder, CO, United States, (3)CIRES University of Colorado, Boulder, United States, (4)Aurora, ON, Canada, (5)CIRES, Boulder, United States, (6)Cooperative Institute for Research in Environmental Sciences, Education & Outreach, Boulder, CO, United States
Misconceptions about Climate Change and Ozone Depletion: Textbooks, Instructors and Media Influence on Ghanaian Pre-Service Teachers (553608)
Samuel Cornelius Nyarko, Western Michigan University, Mallinson Institute for Science Education, Kalamazoo, MI, United States and Heather L Petcovic, Western Michigan University, Geological and Environmental Sciences and the Mallinson Institute for Science Education, Kalamazoo, MI, United States
The Effects of Climate Change on Agricultural Systems: A Southwest Climate Hub Curriculum Unit for 6th-12th Grade Students (555531)
Emile Elias1, Caitriana M Steele2, Julian Reyes3, Stephanie Haan-Amato4 and Stephanie Bestelmeyer4, (1)USDA Southwest Climate Hub, Las Cruces, NM, United States, (2)New Mexico State Univ, Las Cruces, NM, United States, (3)USDA Southwest Climate hub, Las Cruces, United States, (4)Asombro Institute for Science Education, Las Cruces, NM, United States
Snow on Ice and Climate Literacy: Linking the past, the present and the future (565911)
Margie Turrin1, Laurel Zaima2, Jason P Briner3 and Elizabeth K Thomas3, (1)LDEO of Columbia University, Palisades, NY, United States, (2)Lamont-Doherty Earth Observatory, Columbia University, Palisades, NY, United States, (3)University at Buffalo, Department of Geology, Buffalo, NY, United States
Secret ingredients in climate education: teacher, researcher and a class abroad (574859)
Jeremy Rekier, Royal Observatory of Belgium, Brussels, Belgium, Gaël Cessateur, Belgisch Instituut voor Ruimte-Aeronomie, Brussel, Belgium, Alexis Merlaud, Royal Belgian Institute for Space Aeronomy, Brussels, Belgium and Benedict O'Donnell, Prometeruse e.V., Berlin, Germany
Teaching Global Climate Change through the Integration of a Global Climate Model in Secondary Geo-Science Classrooms (614338)
Devarati Bhattacharya1, Kimberly N Carroll-Steward2, Cory Forbes1 and Mark A. Chandler3, (1)University of Nebraska Lincoln, School of Natural Resources, Lincoln, NE, United States, (2)University of Nebraska-Lincoln, School of Natural Resources, Lincoln, United States, (3)CCSR / NASA GISS, Madison, WI, United States
Using GLOBE Hydrology Protocols for Culturally Responsive Teaching and Socioscientific Issues in a High Need Urban District (617391)
Kathleen D. Johnson1, Donald DeRosa1, Peter Garik1, Bruce T Anderson2, Caleb Farny3 and Evangeline Harris-Stefanakis4, (1)Boston University, Curriculum and Teaching, Boston, MA, United States, (2)Boston University, Boston, MA, United States, (3)Boston University, College of Engineering, Boston, MA, United States, (4)Boston University, Boston, United States
Grappling With Special Challenges of Teaching Our Most Important Content (620039)
Don Duggan-Haas1, Ingrid H.H. Zabel1, Alexandra Moore2, Robert M Ross1, Godfrey Rangasammy3 and Timothy S. White4, (1)Paleontological Research Institution, Ithaca, NY, United States, (2)Cornell University, Ithaca, NY, United States, (3)Prince George's County Public Schools, Capitol Heights, MD, United States, (4)Penn State University, University Park, PA, United States
Solar shaded and kid powered: Boosting climate literacy through experiential learning in a shared agrivoltaics experiment (630534)
Greg Barron-Gafford1, Moses S. Thompson2, Blue Baldwin3, Jessie Rack4, Barbara Hurley3 and Sallie Marston4, (1)University of Arizona, School of Geography and Development, Tucson, AZ, United States, (2)Tucson Unified School District, Tucson, AZ, United States, (3)Tucson Unified School District, Tucson, United States, (4)University of Arizona, School of Geography & Development, Tucson, AZ, United States
