1st Edition

Teaching and Learning about Climate Change A Framework for Educators

    280 Pages 35 B/W Illustrations
    by Routledge

    280 Pages 35 B/W Illustrations
    by Routledge

    Responding to the issues and challenges of teaching and learning about climate change from a science education-based perspective, this book is designed to serve as an aid for educators as they strive to incorporate the topic into their classes. The unique discussion of these issues is drawn from the perspectives of leading and international scholars in the field. The book is structured around three themes: theoretical, philosophical, and conceptual frameworks for climate change education and research; research on teaching and learning about global warming and climate change; and approaches to professional development and classroom practice.

    Preface

    Section I. Theoretical, philosophical, and conceptual frameworks for climate change education and research

    1. Teaching climate science as history

    Spencer Weart

    2. The role of history and nature of science in climate change teaching and learning

    Michael P. Clough and Benjamin C. Herman

    3. System thinking and teaching in the context of climate system and climate change

    Anita Roychoudhury, Daniel P. Shepardson, and Andrew S. Hirsch

    4. Attending to emotional expressions about climate change: A framework for teaching and learning

    Elizabeth Hufnagel

    5. Using a socioscientific issues framework for climate change education: An ecojustice approach Dana L. Zeidler and Mark Newton

    Section II. Research on teaching and learning about global warming and climate change

    6. Students’ conception of a climate system: Implications for teaching and learning

    Daniel P. Shepardson, Anita Roychoudhury, Andrew S. Hirsch, and Sara Top

    7. Using conceptual and physical models to develop students’ mental models of the greenhouse effect

    Daniel P. Shepardson, Anita Roychoudhury, and Andrew S. Hirsch

    8. Unpacking the climate change performance expectations in the Next Generation Science Standards

    Wendy R. Johnson and Charles W. Anderson

    9. Fundamental climate literacy and the promise of the NGSS

    KC Busch and Diego Román

    10. Supporting the inclusion of climate change in U.S. science education curricula by use of learning progressions

    J. Randy McGinnis, Wayne Breslyn, Chris McDonald, and Emily Hestness

    11. Climate change as an issue for socio-scientific issues teaching and learning

    Amanda Peel, Troy D. Sadler, Andrew T. Kinslow, Laura Zangori, and Patricia Friedrichsen

    12. "This idea they have is not really to me, like, true:" How seventh grade students make meaning of scientific arguments about the impact of global warming on tornadoes and hurricanes Soyoung Choi and Dan Shepardson

    Section III. Approaches to professional development and classroom practice

    13. Using NGSS crosscutting concepts as a tool for climate change and citizenship education

    Hannah K. Miller and Charles W. Anderson

    14. The Earth’s energy budget

    Andrew S. Hirsch

    15. Teaching informed by conceptual difficulties with understanding the greenhouse effect

    Nicole Strickhouser, Anita Roychoudhury, Andrew S. Hirsch, and Jignesh V. Mehta

    16. Developing and implementing a climate science toolkit for informal and formal educators Olivia Kellner

    17. Adaptation of the Dynamics of Climate toolkit for informal and formal educators in the local community

    Olivia Kellner, Brandy Yost, and Leslie Webb

    18. Doubt and denial as challenges to, and in, teaching climate change

    Minda Berbeco, Glenn Branch, & Kate Heffernan

    About the Authors

    Biography

    Daniel P. Shepardson is Professor of Geoenvironmental and Science Education, Departments of Curriculum and Instruction and Earth, Atmospheric, and Planetary Sciences, Purdue University, USA.

    Anita Roychoudhury is Professor of Curriculum and Instruction (Science Education/Physics Education) at Purdue University, USA.

    Andrew S. Hirsch is Professor of Physics, Department of Physics and Astronomy, Purdue University, USA.

    "This book is likely to be of interest to you if you are concerned about how the public perceives the issue of climate change... "It will also be of interest to you if you are interested in how students’ beliefs affect the way they interpret evidence for any scientific theory..."— Carol Tear, School Science Review