Climate Change Education: Engaging Teachers and Students and Correcting Misconceptions Using NASA Data

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Climate Change Education: Engaging Teachers and Students and Correcting Misconceptions Using NASA Data

  1. 1. Climate Change Education: EngagingTeachers and Students and Correcting Misconceptions Using NASA Data Kevin Czajkowski University of Toledo Kevin.czajkowski@utoledo.edu 419-530-4274
  2. 2. The Team Kevin Egan Patrick Lawrence Economics Department Geography and PlanningDefne ApulCivil and EnvironmentalEngineering Thomas Megeath Physics and Astronomy Karen Bjorkman Sanjay Khare Dean College of Natural Physics and Astronomy Sciences and Mathematics Ricky Becker Environmental Sciences Gale Mentzer Mikell-Lynne Hedley INSPIRE Evaluation Services Science Education David “Jim” Nemeth Geography and Planning
  3. 3. Our Approach• 5 modules to address Misconceptions in Climate Change understanding – Each module is stand alone – Videos, models, NASA data• Use 5 E approach – Engage, Explore, Explain, Extend and Evaluation• Use counterfactuals to engage students in critical thinking• Students take pre/post test• Teachers and students get certificates after completing each module• Test pilot with Toledo Diocese Schools
  4. 4. Development of the web interfaceCenter for Creative Instruction Award winning graphics designUniversity of Toledo group at the University of Toledo will add pizzazz to the modules. Bobbi Vaughn McGraw-Hill Corporate Associate Director & Achievement Award in the Manager, Software innovation category. Engineering CCI is a multimedia development center that is Their Anatomy and dedicated to developing and Physiology Revealed 3D Ted Ronau graphical education Research Technologist implementing innovative software won the technologies
  5. 5. What do you think of this design?What do you think of the title, CLIMATE (Climate LessonsInvestigating Misconceptions And Twenty-first CenturyEducation)?
  6. 6. Counterfactuals• The Internet proliferates misconceptions of climate change.• Each module will use counterfactuals to address misconceptions. – Can help address student susceptibility to misconceptions. – Promote critical thinking using constructivist approach
  7. 7. Misconception: Weather and climate are the same thing. Module: What is the relationship between short-term weather and long-term climate change? terrestrial planets like Earth?Jan. 18, 2009 Jan. 21, 2010 Jan. 24, 2011 Jan. 21, 2012Lake Erie freezes over 100% in some years and notvery much in others. This year to year variation isdue to changes in the weather.
  8. 8. Misconception: Climate change will have no significant impact on people or nature. Module: Response of the Sahel region of Africa to climate change• View Lake Chad from 1973- 2001• Investigate the Palmer Drought Index in the Sahel over time Lake Chad Shrinking 1973-2001
  9. 9. Misconception: Individuals cannot make a difference. Module: How can I reduce my greenhouse gas emissions?• Students will calculate their carbon footprint.• Students will extend that to their entire class and then to their state using the Vulcan website. CO2 emissions 2002 from fossil fuels
  10. 10. Misconception: Is the uncertainty related to the exact current and future global climate change damages an excuse for inaction? Module: Investigate the cost-benefit ratio of action/inaction• Students will use the production possibility curve model to see how action will not hurt the economy or cost jobs• Students will learn how to perform a cost-benefit Example cost-benefit analysis analysis: visualization
  11. 11. Future Activities• 2012 – Finish drafts of modules – Test pilot modules with classrooms in Toledo area – Revise modules based on feedback• 2013 – Roll out to entire Toledo Diocese schools• 2014 – Disseminate widely
  12. 12. Climate Change Education: EngagingTeachers and Students and Correcting Misconceptions Using NASA Data Kevin Czajkowski University of Toledo Kevin.czajkowski@utoledo.edu 419-530-4274

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