Climate Change

Appendix 5 of the California Science Framework: Computer Science in Science

This appendix of the California Science Framework focuses on Computer Science in Science.

Citation: Lee, I.2016. California Science Framework. Appendix 5: Computer Science in Science  Retrieved on 11-15-16 at http://www.cde.ca.gov/ci/sc/cf/scifw2nd60daypubreview.asp

Lead Organization(s): 
Year: 
2016
Short Description: 
This appendix of the California Science Framework focuses on Computer Science in Science.

Constructing Scientific Arguments Using Evidence from Dynamic Computational Climate Models

Pallant, A., & Lee H.-S. (2015). Constructing scientific arguments using evidence from dynamic computational climate models. Journal of Science Education and Technology. 24 (2-3) 378-395. doi 10.1007/s10956-014-9499-3.

Lead Organization(s): 
Year: 
2014
Short Description: 
Modeling and argumentation are two important scientific practices students need to develop throughout school years. In this paper, we investigated how middle and high school students (N=512) construct a scientific argument based on evidence from computational models with which they simulated climate change. We designed scientific argumentation tasks with three increasingly complex dynamic climate models. Each scientific argumentation task consisted of four parts: multiple-choice claim, open ended explanation, five-point Likert scale uncertainty rating, and open-ended uncertainty rationale. We coded 1,294 scientific arguments in terms of a claim’s consistency with current scientific consensus, whether explanations were model based or knowledge based and categorized the sources of uncertainty (personal vs. scientific). We used chi-square and ANOVA tests to identify significant patterns. Results indicate that (1) a majority of students incorporated models as evidence to support their claims, (2) most students used model output results shown on graphs to confirm their claim rather than to explain simulated molecular processes, (3) students’ dependence on model results and their uncertainty rating diminished as the dynamic climate models became more and more complex, (4) some students’ misconceptions interfered with observing and interpreting model results or simulated processes, and (5) students’ uncertainty sources reflected more frequently on their assessment of personal knowledge or abilities related to the tasks than on their critical examination of scientific evidence resulting from models. These findings have implications for teaching and research related to the integration of scientific argumentation and modeling practices to address complex Earth systems.

Assessment of uncertainty-infused scientific argumentation

Lee, H-S, Liu, O.L, Pallant, A., Roohr, K. C., Pryputniewicz, S., & Buck, Z. (2014). Assessment of uncertainty-infused scientific argumentation. The Journal of Research in Science Teaching. 51(5), 581-605.

Lead Organization(s): 
Year: 
2014
Short Description: 
Though addressing sources of uncertainty is an important part of doing science, it has largely been neglected in assessing students' scientific argumentation. In this study, we initially defined a scientific argumentation construct in four structural elements consisting of claim, justification, uncertainty qualifier, and uncertainty rationale. We consulted literature to characterize and score different levels of student performances on each of these four argumentation elements. We designed a test comprised of nine scientific argumentation tasks addressing climate change, the search for life in space, and fresh water availability and administered it to 473 students from 9 high schools in the United States. After testing the local dependence and unidimensionality assumptions, we found that the uncertainty qualifier element was not aligned with the other three. After removing items related to uncertainty qualifier, we applied a Rasch analysis based on a Partial Credit Model. Results indicate that (1) claim, justification, and uncertainty rationale items form a unidimensional scale, (2) justification and uncertainty rationale items contribute the most on the unidimensional scientific argumentation scale as they cover much wider ranges of the scale than claim items, (3) average item difficulties increase in the order of claim, justification, and uncertainty rationale, (4) students' elaboration of uncertainty exhibits dual characteristics: self-assessment of their own knowledge and ability versus scientific assessment of conceptual and empirical errors embedded in investigations, and (5) students who can make warrants between theory and evidence are more likely to think about uncertainty from scientific sources than those who cannot. We identified limitations of this study in terms of science topic coverage and sample selection and made suggestions on how these limitations might have affected results and interpretations.

Moving Toward Collective Impact on Climate and Global Change Education

Day: 
Tues

Participants discuss and identify what coordination is needed across DR K12 efforts to enable sustained collective impact on the issues presented by climate, global, and environmental change.

Date/Time: 
1:45 pm to 3:45 pm
2014 Session Types: 
Collaborative Panel Session
Session Materials: 

DR K12 projects have been funded to conduct (1) activities and develop materials that are beneficial to the STEM education community (teachers and students) and (2) education research to ensure continuous improvement of these activities and materials.

Change Thinking for Global Science: Fostering and Evaluating Inquiry Thinking About the Ecological Impacts of Climate Change

Project Summary

During the lifetimes of our current middle and high school students, it is likely that our planet will undergo more anthropogenic change than it has during all of human history to date. The project is utilizing a learning progression approach for the systematic design of coordinated curriculum, tool, and assessment products focused on climate change biology. This work will provide an empirical and theoretical basis for critical concept development about the impacts of climate change on living systems.

Research Questions

Year: 
2010

Using Interactive Technology to Support Students’ Understanding of the Greenhouse Effect and Global Warming

Varma, K. & Linn, M. C. (2011). "Using Interactive Technology to Support Students’ Understanding of the Greenhouse Effect and Global Warming." Journal of Science Education and Technology. DOI: 10.1007/s10956-011-9337-9

ABSTRACT:

Year: 
2011

A Design-based Approach to Fostering Understanding of Global Climate Change

Svihla, V., Linn, M. C. (2011). A Design-based approach to fostering understanding of global climate change. International Journal of Science Education. DOI:10.1080/09500693.2011.597453

ABSTRACT:

Year: 
2011

Environmental Project Descriptions

Email contact: 
Organization: 
Education Development Center, Inc. (EDC)
Year: 
2011
Month: 
April

The document lists and describes DR K-12 projects that have a focus or element of project work that falls into one or more of the following categories: earth science, environmental science, climate change, life science, ecology, or geology.

Tool Type: 
Resource Format: 

Change Thinking for Global Science: Fostering and Evaluating Inquiry Thinking About the Ecological Impacts of Climate Change

Presenter(s): 
Nancy Butler Songer
Philip Myers
James H. Beach
Vanessa L. Peters
Contact Info: 
Year: 
2010
Month: 
December

Project Summary

During the lifetimes of our current middle and high school students, it is likely that our planet will undergo more anthropogenic change than it has during all of human history to date. The project is utilizing a learning progression approach for the systematic design of coordinated curriculum, tool, and assessment products focused on climate change biology. This work will provide an empirical and theoretical basis for critical concept development about the impacts of climate change on living systems.

Research Questions

Presentation Type: 
Target Audience: 

Pages

Subscribe to Climate Change