Publication Abstracts

Forbes et al. 2019, submitted

Forbes, C.T., M.A. Chandler, D. Bhattacharya, K. Carroll Steward, J. Blake, V. Johnson, M. Morrow, W. Mason, and T. DeGrand, 2019: Fostering climate literacy with global climate models in secondary science classrooms: Insights from a collaborative partnership. In Teaching Climate Change in the United States. J.A. Henderson and A. Drewes, Eds. Routledge, submitted.

To become climate literate, students must develop knowledge of both the conceptual and epistemic underpinnings of global climate change, the latter of which foregrounds understanding of how models are used by scientists to study the Earth's climate. Earth's climate and scientific modeling are both emphasized in the Next Generation Science Standards(NGSS Lead States, 2013), requiring the development of innovative pedagogical and curricular resources, models, and tools that can support students' model-based reasoning about Earth's climate. The High School Students' Climate Literacy through Epistemology of Scientific Modeling(CliMES; Bhattacharya et al., 2018) project is intended to address these needs through the development, implementation, study, and refinement of a 4-week, high school climate science module designed around EzGCM (Easy Global Climate Modeling), a web-based climate modeling suite that provides non-scientists authentic experiences with climate modeling. The CliMES project involves a collaborative team of science education researchers, climate scientists, and teachers and administrators in a partner school district. As a team, we have engaged in design-based empirical research (Collins et al., 2004) that guides the development of the new EzGCM-based curriculum module and its iterative refinement over multiple years informed by classroom-based education research. In this chapter, we draw on diverse perspectives of our project partners to highlight and describe best practices, challenges, and opportunities for climate education in secondary science (formal) classroom settings. In doing so, we address cultivation of the collaborative partnership, aligning priorities of stakeholders, curriculum development and implementation, empirical study of teaching and learning, teacher professional development, and long-term sustainability of the CliMES program. The chapter, with contributions from the unique perspectives of university- and school-based project partners, will provide a case study of the design, implementation, and lessons learned from a climate education research and development project, made possible through funding from the National Science Foundation's Discovery Research K-12 grant program, that aims to empower high school students - tomorrow's scientists, policymakers, industry leaders, and citizens - to learn to work together to find solutions to climate change and pave the way to a sustainable future.

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BibTeX Citation

@unpublished{fo01100l,
  author={Forbes, C. T. and Chandler, M. A. and Bhattacharya, D. and Carroll Steward, K. and Blake, J. and Johnson, V. and Morrow, M. and Mason, W. and DeGrand, T.},
  editor={Henderson, J. A. and Drewes, A.},
  title={Fostering climate literacy with global climate models in secondary science classrooms: Insights from a collaborative partnership},
  booktitle={Teaching Climate Change in the United States},
  year={2019},
  publisher={Routledge},
  note={Manuscript submitted for publication}
}

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RIS Citation

TY  - UNPB
ID  - fo01100l
AU  - Forbes, C. T.
AU  - Chandler, M. A.
AU  - Bhattacharya, D.
AU  - Carroll Steward, K.
AU  - Blake, J.
AU  - Johnson, V.
AU  - Morrow, M.
AU  - Mason, W.
AU  - DeGrand, T.
ED  - Henderson, J. A.
ED  - Drewes, A.
PY  - 2019
TI  - Fostering climate literacy with global climate models in secondary science classrooms: Insights from a collaborative partnership
BT  - Teaching Climate Change in the United States
PB  - Routledge
ER  -

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