Initial Publication Date: June 19, 2015

Registration Details

This half-day workshop is part of the GSA Short Course 4-Pack. For $55, select any two workshops from the four (add 519C or 519D). Early registration ends on September 23. To sign up for a workshop, use the GSA meeting registration.


519B. Teaching and Learning about Climate in Geoscience Classrooms

Co-sponsored by NAGT and the Geoscience Education Division of GSA

Saturday, October 26, 2013 - 8:00 am to noon
Part of the GSA Short Course 4-Pack

Instructors: Tamara Ledley, TERC; Anne Gold, University of Colorado at Boulder; Deb Morrison, University of Colorado at Boulder

Workshop description

Participants will be introduced to a suite of engaging, peer-reviewed classroom activities for learning about climate science. Participants rotate through stations highlighting some of the activities featured in the NSF-funded digital library for educational resources from the Climate Literacy and Energy Awareness Network (CLEAN, cleanet.org). A brief introduction to the nationally endorsed Climate Literacy Principles will provide a necessary mental framework for planning your next climate lessons.

Before you go

There are no special preparations before GSA.

Workshop program

8:00 Welcome and icebreaker or introductions

8:15 Climate literacy presentation

9:10 Stations for climate literacy principle exploration

9:40 Break

9:50 CLEAN Program

10:15 Stations for lesson exploration

11:20 Other Resources and Networking

From Workshop

Slides (PowerPoint 2007 (.pptx) 90MB Oct26 13)

CLEAN Flyer (Microsoft Word 1.4MB Oct26 13)

Resources

Resources Added During the Workshop

References

  • Alternative ideas of students
    • McCaffrey, M. S., & Buhr, S. M. (2008). Clarifying climate confusion: addressing systemic holes, cognitive gaps, and misconceptions through climate literacy. Physical Geography, 29(6), 512-528.
    • Wise, S. B. (2010). Climate change in the classroom: Patterns, motivations, and barriers to instruction among Colorado science teachers. Journal of Geoscience Education, 58(5), 297-309.
    • McComas, W. F. (2002). The principal elements of the nature of science: Dispelling the myths. In The nature of science in science education (pp. 53-70). Springer Netherlands.
  • Critical literacy
    • Moje, E. B., Collazo, T., Carrillo, R., & Marx, R. W. (2001). "Maestro, what is 'quality'?": Language, literacy, and discourse in project‐based science. Journal of Research in Science Teaching, 38(4), 469-498.
    • Moje, E. B., Young, J. P., Readence, J. E., & Moore, D. W. (2000). Commentary: Reinventing Adolescent Literacy for New Times: Perennial and Millennial Issues. Journal of Adolescent & Adult Literacy, 43(5), 400-410.
  • Participatory action research (PAR)
    • Whyte, W. F. E. (1991). Participatory action research. Sage Publications, Inc.
    • http://ctb.ku.edu/en/table-of-contents/evaluate/evaluation/intervention-research/main
  • Formative assessment
    • Ruiz‐Primo, M. A., & Furtak, E. M. (2007). Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry. Journal of Research in Science Teaching, 44(1), 57-84.
    • Furtak, E. M. (Ed.). (2009). Formative assessment for secondary science teachers. SAGE Publications.
  • Language attention in the classroom
    • Otero, V. (2010, June). Science learning as the objectification of discourse. InProceedings of the 9th International Conference of the Learning Sciences-Volume 1 (pp. 1143-1150). International Society of the Learning Sciences.
    • McComas, W. F. (2002). The principal elements of the nature of science: Dispelling the myths. In The nature of science in science education (pp. 53-70). Springer Netherlands.
    • Brown, B. A. (2006). "It isn't no slang that can be said about this stuff": Language, identity, and appropriating science discourse. Journal of Research in Science Teaching, 43(1), 96-126.

Networking