Framing of Climate Change in United States Science Education

2017 ◽  
Author(s):  
K.C. Busch
Keyword(s):  
Climate Change ◽  
Climate Science ◽  
Next Generation Science Standards ◽  
Future Generations ◽  
Science Standards ◽  
Negative Effects ◽  
Climate Change Education ◽  
Knowledge Deficit ◽  
Literature Base ◽  
The Many

Although future generations—starting with today’s youth—will bear the brunt of negative effects related to climate change, some research suggests that they have little concern about climate change nor much intention to take action to mitigate its impacts. One common explanation for this indifference and inaction is lack of scientific knowledge. It is often said that youth do not understand the science; therefore, they are not concerned. Indeed, in science educational research, numerous studies catalogue the many misunderstandings students have about climate science. However, this knowledge-deficit perspective is not particularly informative in charting a path forward for climate-change education. This path is important because climate science will be taught in more depth as states adopt the Next Generation Science Standards within the next few years. How do we go about creating the educational experiences that students need to be able to achieve climate-science literacy and feel as if they could take action? First, the literature base in communication, specifically about framing must be considered, to identify potentially more effective ways to craft personally relevant and empowering messages for students within their classrooms.

scholarly journals The Implementation of the Next Generation Science Standards and the Tumultuous Fight to Implement Climate Change Awareness in Science Curricula

2020 ◽  
Vol 29 (1) ◽  
pp. 35
Author(s):  
Christopher Thomas Holland
Keyword(s):  
Climate Change ◽  
Public Debate ◽  
Next Generation Science Standards ◽  
Change Implementation ◽  
Next Generation ◽  
Science Standards ◽  
Climate Change Education ◽  
Global Issues ◽  
Scientific Consensus ◽  
Science Curricula

The following article examines the implementation and controversy that surround climate change education and the implementation of the Next Generation Science Standards (NGSS). In order to fully understand why NGSS and climate change education continue to generate significant public debate, one must examine the work of both climate advocates and detractors. Therefore, this paper first examines the manner in which climate change continues to remain a debatable topic of discussion throughout American classrooms despite overwhelming scientific consensus. After, it explores how the debate over climate change stems from differing ethical cornerstones. Moreover, it delves into the oppositional perspective on climate change implementation by exploring the work of Truth in Texas Textbooks (TTT). Subsequently, it introduces and analyzes the creation and implementation of NGSS and discusses how adoption of NGSS and stronger levels of opposition to TTT is responsive policy that remains a necessary step to challenging global issues created by climate change.

scholarly journals Virtual Fieldtrips and Climate Change Education for Tourism Students

2020 ◽  
Author(s):  
Christian Schott
Keyword(s):  
Climate Change ◽  
Greenhouse Gas Emissions ◽  
Greenhouse Gas ◽  
Climatic Change ◽  
Learning Tool ◽  
Climate Change Education ◽  
Gas Emissions ◽  
Educational Travel ◽  
The World ◽  
The Many

<p><b>Abstract </b></p> <p>While the pedagogical benefits of fieldtrips have long been recognised our ever increasing understanding of the impacts of flying on climate change is presenting educators with a poignant dilemma; the many benefits long associated with international fieldtrips are at odds with the world community’s needs in limiting/halting climatic change. In response, the paper presents the concept of a VR-based virtual fieldtrip as an innovative and carbon-sensitive type of (educational) travel. The paper not only makes the case for virtual fieldtrips as a meaningful learning tool but also explores both the virtual fieldtrip’s impact on Greenhouse Gas emissions and climate change-related learning. On both accounts the initial findings in this paper are very encouraging. More in-depth research is now required to not only develop a deeper understanding of the full breadth of benefits, but also of the diverse weaknesses presented by virtual fieldtrips and how to negotiate them.</p>

Music and Science

2020 ◽  
pp. 151-204
Author(s):  
Kristin Harney
Keyword(s):  
Climate Change ◽  
Musical Instruments ◽  
Next Generation Science Standards ◽  
Full Length ◽  
Next Generation ◽  
Science Standards ◽  
Specific Teaching ◽  
The City

This chapter explores connections between music and science. It includes rationales for integrating music and science, common links between the two disciplines, and a discussion of the Next Generation Science Standards and the National Core Arts Standards. Tables clearly show the standards that are incorporated throughout the lessons and examples. The chapter contains six detailed, full-length lessons that integrate music and science. These include lessons that explore the Ebola epidemic in Liberia; the classification of animals with Saint-Saëns’s Carnival of the Animals; connections between steady beat, heartbeat, tempo, and rate; layering and preservation in the song “Pompeii” and the city of Pompeii; creating musical instruments; and the role of butterflies as indicators of climate change. The chapter ends with an inventory of ideas detailing seventeen additional lesson topics, specific teaching strategies, and recommended activities.

Journalistic Depictions of Uncertainty about Climate Change

2016 ◽  
Author(s):  
James Painter
Keyword(s):  
Climate Change ◽  
New Media ◽  
News Media ◽  
Media Coverage ◽  
Qualitative Content Analysis ◽  
Climate Science ◽  
The United States ◽  
Political Debate ◽  
The Media ◽  
The Many

Media research has historically concentrated on the many uncertainties in climate science either as a dominant discourse in media treatments measured by various forms of quantitative and qualitative content analysis or as the presence of skepticism, in its various manifestations, in political discourse and media coverage. More research is needed to assess the drivers of such skepticism in the media, the changing nature of skeptical discourse in some countries, and important country differences as to the prevalence of skepticism in political debate and media coverage. For example, why are challenges to mainstream climate science common in some Anglophone countries such as the United Kingdom, the United States, and Australia but not in other Western nations? As the revolution in news consumption via new players and platforms causes an increasingly fragmented media landscape, there are significant gaps in understanding where, why, and how skepticism appears. In particular, we do not know enough about the ways new media players depict the uncertainties around climate science and how this may differ from previous coverage in traditional and mainstream news media. We also do not know how their emphasis on visual content affects audience understanding of climate change.

WORKING COOPERATIVELY WITH SCHOOL SYSTEMS TO INTEGRATE CLIMATE CHANGE EDUCATION WITH A LOCAL CONTEXT INTO SCHOOL SYSTEM CURRICULUM

2017 ◽  
Author(s):  
Jaime Bunting ◽  
Jaime Bunting ◽  
Krysta Hougen ◽  
Krysta Hougen ◽  
Mary Helen Gillen ◽  
...  
Keyword(s):  
Climate Change ◽  
Public Schools ◽  
Global Climate ◽  
Climate Science ◽  
Sixth Grade ◽  
School Curriculum ◽  
Local Context ◽  
School Systems ◽  
Climate Change Education ◽  
Education Assessment

In the Chesapeake Bay watershed, Audubon has worked with local school systems to integrate climate science units into upper elementary and middle school curriculum. Pickering Creek Audubon Center worked closely with public schools to implement grade-wide climate programming with students in fifth and sixth grade. Through participation in the Maryland and Delaware Climate Change Education, Assessment, and Research project and the National Oceanic and Atmospheric Association’s Climate Stewards Education Project we are sharing these successes with statewide partners and working towards implementing climate change curriculum more broadly across the state. Through academic and teacher professional development programs, Pickering Creek Audubon Center educators train teachers on integrating climate science into their current lessons and review and collaborate on parts of the program teachers will lead in the classroom. Students are connected to climate change through a series of engaging in class and field activities over the course of several weeks. With the term “global climate change” making climate change seem more like a global problem and less like a local problem, Pickering Creek educators use wetlands and birds as examples of local habitats and wildlife impacted by climate change. Through these lessons led by Pickering Creek Audubon Center educators and augmented by material covered by classroom teachers, students get a thorough introduction into the mechanism of climate change, local impacts of climate change on habitats and wildlife, and actions they can take as a community to mitigate the effects of climate change.

scholarly journals Climate Change Education through Narrative Inquiry

2021 ◽  
Vol 2 (1) ◽  
pp. 46-53
Author(s):  
Pasang Dolma Sherpa
Keyword(s):  
Climate Change ◽  
Narrative Inquiry ◽  
Indigenous Knowledge ◽  
Cultural Values ◽  
Climate Science ◽  
Climate Change Education ◽  
Contemporary Education ◽  
Climate Change Resilience

This article addresses Climate Change Education (CCE) and its interface with Indigenous knowledge. Specifically, I explore the potential for transformation towards more holistic climate change education that balances science and Indigenous knowledge. However, the study details the persistent focus of contemporary education on climate science without interfacing with Indigenous knowledge, cultural values, and associated practices that contribute to climate change resilience. This article tackles this gap and the requisite transformation in climate change education through narrative inquiry. 

scholarly journals ‘An Inconvenient Truth’: A social representation of scientific expertise.

2016 ◽  
Author(s):  
Warren Pearce ◽  
Brigitte Nerlich
Keyword(s):  
Climate Change ◽  
Political Action ◽  
Climate Science ◽  
Scientific Data ◽  
Social Representation ◽  
Scientific Content ◽  
An Inconvenient Truth ◽  
Forthcoming Book ◽  
Scientific Expertise ◽  
The Many

Chapter from forthcoming book *Science and the Politics of Openness: Here Be Monsters*. Manchester: Manchester University Press. [Pre-review version]June 30, 2006 marked the release of An Inconvenient Truth (AIT), a climatechange documentary presented and written by leading US Democrat politicianAl Gore. The film has contributed to making climate change expertise publicthrough a heady combination of scientific data with personal stories andcalls for political action that offered a particular social representationof climate change. In this chapter we discuss AIT as an example of takingclimate change expertise out of the pages of science journals and into thepublic sphere. We draw on the ideas of John Dewey and their elucidation byMark Brown to show how the notion of expertise is key in understanding thefilm’s motivation, successes and critics. While the purpose of thedocumentary was to persuade its audience of the consensual truth impartedby climate science experts, its effect was to become a lightning rod fordissent, critique and debate of that expertise. Overall, AIT created adominant representation of climate change, based on expertise that became atouchstone for consent and dissent, action and reaction.In the following we shall first provide some background to the film’semergence, highlighting its echoes of Dewey’s argument that expertknowledge should be integrated in society. We then use the concept ofsocial representation to show how Gore combined scientific content withpersonal and political context in order to provide a meaningfulrepresentation of climate change expertise. We then highlight how AITsought to create its own public for scientific expertise, returning climatescience expertise to society as one of the many tools with which citizensmake sense of the world and solve problems. We then show how the veryelements that helped AIT towards establishing a dominant socialrepresentation of climate change also contributed to the creation of acounter-representation and counterpublic that questioned how AITrepresented climate science expertise. With AIT’s success in bringingsocial context to scientific content came inevitable contestation. Weconclude with some tentative lessons for science communicators from the AITstory.-- Dr Warren Pearce<http://www.sheffield.ac.uk/socstudies/staff/staff-profiles/warren-pearce>,

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