June 23, 2013
June 23, 2013
June 26, 2013
K-12 & Pre-College Engineering
23.928.1 - 23.928.11
New project-based instructional modules improve climate change literacy (research to practice)Our NASA-funded Project-Based Global Climate Change Education project has created anddisseminated several instructional modules for middle and high school teachers. The moduleswere developed by a team of teachers and university students and faculty. Fundamental to theseinquiry-based modules are questions about climate change or mitigation efforts, use of real-world data to explore historical climate changes, and review of IPCC model results to understandpredictions of further changes over the next century. NOAA, NASA, IPCC and DOE databasesare used extensively. The inquiry approach and core content included in these modules are wellaligned with the new Framework for K-12 Science Education. The climate change science inthese modules covers aspects of the disciplinary core subjects and most of the cross cuttingconcepts. Our approach for inquiry and analysis are also authentic ways to include theengineering practices included in the framework.The modules have been disseminated to teachers and students throughout the state. Half-day andfull-day workshops and week-long institutes in 2010 and 2011 provided opportunities tointroduce educators to the modules and instruct them in the basics of finding and usingtemperature data and identifying approaches to mitigate or adapt to climate change.Assessment has shown that our teacher professional development opportunities and project-based modules have been effective. A pre- and post-climate literacy survey administered to the23 teachers who attended our institutes showed statistically significant gains (p <<0.01). MS students also experienced significantgains in their climate-related self-efficacy (p=0.03), with no significant change in self-efficacyfor HS students and no change in either group on the behavioral subscale.The presentation and paper will include an introduction to the instructional modules and climateliteracy assessment instruments used in this research, as well the interpretation of specificpre/post changes in teacher and student responses on the climate literacy survey relative to thecontent of and approach used in the project-based modules.
Powers, S. E., & DeWaters, J., & Dhaniyala, S., & Small, M. M. M. (2013, June), New project-based instructional modules improve climate change literacy (research to practice) Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/22313
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