Practical Research
Science Scope—May/June 2024 (Volume 47, Issue 3)
By Mitchell Klocke and Jerrid W. Kruse
Science Scope—May/June 2024 (Volume 47, Issue 3)
By Jocelyn Miller, Gina Childers, and Rebecca Hite
In light of the International Panel on Climate Change's findings, this article underscores the detrimental effects of climate misinformation in the U.S. and its role in impeding public understanding and action. Leveraging the power of education, an 8th-grade 5E instructional unit is introduced to foster students' climate literacy by delving into the human-induced causes of climate change. Through the 5E instructional model, students are presented with diverse materials, activities, and projects. These include discussions on climate change activism, interactive simulations, experiments mirroring Eunice Foote's groundbreaking work in 1856, and culminating in a student-produced video project highlighting climate change causes. By melding social perspectives and rigorous scientific exploration, this NGSS-aligned unit draws from relevant climate literacy research and aims to produce a generation of students equipped to actively and knowledgeably participate in global climate discourse.
In light of the International Panel on Climate Change's findings, this article underscores the detrimental effects of climate misinformation in the U.S. and its role in impeding public understanding and action. Leveraging the power of education, an 8th-grade 5E instructional unit is introduced to foster students' climate literacy by delving into the human-induced causes of climate change. Through the 5E instructional model, students are presented with diverse materials, activities, and projects.
In light of the International Panel on Climate Change's findings, this article underscores the detrimental effects of climate misinformation in the U.S. and its role in impeding public understanding and action. Leveraging the power of education, an 8th-grade 5E instructional unit is introduced to foster students' climate literacy by delving into the human-induced causes of climate change. Through the 5E instructional model, students are presented with diverse materials, activities, and projects.
Science Scope—May/June 2024 (Volume 47, Issue 3)
By Isaiah J. Kent-Schneider, Bridgid Miller, Emma Marie, Jayme Scheck, Jerrid Kruse, and Dan Chibnall
Science Scope—May/June 2024 (Volume 47, Issue 3)
By Kathryn Lanouette, Krista Cortes, Lisette Lopez, Michael Bakal, Michelle Wilkerson
Climate change is a pressing societal challenge. It is also a pedagogical challenge and a worldwide phenomenon, whose local impacts vary across different locations. Climate change reflects global inequity; communities that contribute most to emissions have greater economic resources to shelter from its consequences, while the lowest emitters are most vulnerable. It is scientifically complex, and simultaneously evokes deep emotions. These overlapping issues call for new ways of science teaching that center personal, social, emotional, and historical dimensions of the crisis. In this article, we describe a middle school science curriculum approach that invites students to explore large-scale data sets and author their own data stories about climate change impacts and inequities by blending data and narrative texts. Students learn about climate change in ways that engage their personal and cultural connections to place; engage with complex causal relationships across multiple variables, time, and space; and voice their concerns and hopes for our climate futures. Connections to relevant science, data science, and literacy standards are outlined, along with relevant data sets and assessments.
Climate change is a pressing societal challenge. It is also a pedagogical challenge and a worldwide phenomenon, whose local impacts vary across different locations. Climate change reflects global inequity; communities that contribute most to emissions have greater economic resources to shelter from its consequences, while the lowest emitters are most vulnerable. It is scientifically complex, and simultaneously evokes deep emotions. These overlapping issues call for new ways of science teaching that center personal, social, emotional, and historical dimensions of the crisis.
Climate change is a pressing societal challenge. It is also a pedagogical challenge and a worldwide phenomenon, whose local impacts vary across different locations. Climate change reflects global inequity; communities that contribute most to emissions have greater economic resources to shelter from its consequences, while the lowest emitters are most vulnerable. It is scientifically complex, and simultaneously evokes deep emotions. These overlapping issues call for new ways of science teaching that center personal, social, emotional, and historical dimensions of the crisis.
citizen Science
Science Scope—May/June 2024 (Volume 47, Issue 3)
By Jill Nugent
Feature
Journal of College Science Teaching—May/June 2024 (Volume 53, Issue 3)
By Aditi Sengupta, Nallely Delara, Joyce Barahona, and Justin Garcia
Feature
Journal of College Science Teaching—May/June 2024 (Volume 53, Issue 3)
By Jessica M. Fautch
Research and Teaching
Journal of College Science Teaching—May/June 2024 (Volume 53, Issue 3)
By Qunxing Ding and Haiyan Zhu
Research and Teaching
Journal of College Science Teaching—May/June 2024 (Volume 53, Issue 3)
By Amy Benton and Drew Hataway
Remote Learning Strategies
Journal of College Science Teaching—May/June 2024 (Volume 53, Issue 3)
By Matthew Lundquist and Ann Aguanno