Publication Abstracts

Forbes et al. 2020

Forbes, C.T., M.A. Chandler, D. Bhattacharya, K. Carroll Steward, J. Blake, V. Johnson, M. Morrow, W. Mason, and T. DeGrand, 2020: 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 Advances in Climate Change Research. Routledge, pp. 29-43.

Climate literacy entails students' understanding of the conceptual underpinnings of global climate change (GCC) and the practices of climate scientists. The latter foregrounds understanding how climate scientists use models to study GCC. Since Earth's climate and scientific modeling are both emphasized in the Next Generation Science Standards (NGSS Lead States, 2013), developing pedagogical and curricular resources specific to model-based reasoning about Earth's climate is critical. The NSF-funded project — High School Students' Climate Literacy through Epistemology of Scientific Modeling (CliMES; Bhattacharya et al., 2018) — involves the development, implementation, study, and refinement of a four-week, high school climate science module designed around a computer-based, data-driven, global climate model: EzGCM (Easy Global Climate Modeling). Using design-based empirical research (Collins et al., 2004), the project involves development of a new EzGCM-based curriculum module and its iterative refinement over multiple years. In this chapter, we draw on diverse perspectives of our project partners to describe best practices, challenges, and opportunities for promoting climate education in secondary science (formal) classroom settings. In doing so, we emphasize collaborative partnership, aligning priorities of stakeholders, curriculum development and implementation, empirical study of teaching and learning, teacher professional development, and the project's long-term sustainability.

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BibTeX Citation

@inbook{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={2020},
  pages={29--43},
  publisher={Routledge},
  series={Routledge Advances in Climate Change Research},
}

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RIS Citation

TY  - CHAP
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  - 2020
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
T3  - Routledge Advances in Climate Change Research
SP  - 29
EP  - 43
PB  - Routledge
ER  -

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