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Climate Literacy: Insights from Research on K-16 Climate Education

Bhattacharya, D., Carroll-Steward, K., Sutter, A., Chandler, M., & Forbes, C.T. (2018). Climate literacy: Insights from research on K-16 climate education. Green Schools Catalyst Quarterly, V(4), 26-35.

Author/Presenter

Devarati Bhattacharya

Cory Forbes

Mark Chandler

Kimberly Carroll Steward

A. McKinzie Sutter

Lead Organization(s)
Year
2018
Short Description

Authors discuss insights from research on K-16 climate education.

Thinking Scientifically in a Changing World

Shifting people’s judgments toward the scientific involves teaching them to purposefully evaluate connections between evidence and alternative explanations.

Lombardi, D. (2019). Thinking scientifically in a changing world. Science Brief: Psychological Science Agenda, 33(1). Retrieved from https://www.apa.org/science/about/psa/2019/01/changing-world.aspx

Author/Presenter

Doug Lombardi

Lead Organization(s)
Year
2019
Short Description

Shifting people’s judgments toward the scientific involves teaching them to purposefully evaluate connections between evidence and alternative explanations.

Scaffolding Scientific Thinking: Students’ Evaluations and Judgments During Earth Science Knowledge Construction

Critical evaluation underpins the practices of science. In a three-year classroom-based research project, we developed and tested instructional scaffolds for Earth science content in which students evaluate lines of evidence with respect to alternative explanations of scientific phenomena (climate change, fracking and earthquakes, wetlands and land use, and formation of Earth’s Moon).

Author/Presenter

Doug Lombardi

Janelle M. Bailey

Elliot S. Bickel

Shondricka Burrell

Lead Organization(s)
Year
2018
Short Description

The present paper documents a quasi-experimental study where high school Earth science students completed these instructional scaffolds, including an explanation task scored for evaluative levels (erroneous, descriptive, relational, and critical), along with measures of plausibility reappraisal and knowledge.

MEL Teaching Resources

The MEL project has developed a set of teaching resources to support the teaching of controversial and/or complex Earth and space science topics. Previously developed MEL teaching resources include those for climate change, earthquakes and fracking, wetlands use, and the formation of the moon. Current baMEL resources are under development for extreme weather, fossils and Earth's past, freshwater availability, and origins of the universe.

Author/Presenter

Doug Lombardi

Lead Organization(s)
Year
2018
Short Description

The MEL project has developed a set of teaching resources to support the teaching of controversial and/or complex Earth and space science topics.

Dynamics of Scientific Engagement in a Blended Online Learning Environment

We investigate in-service teachers’ scientific engagement in a blended online science inquiry course. We analyze a shift from teachers following instructions to doing science themselves, and we characterize it at two levels: first, in how teachers engaged in individual sense-making; and second, in how they oriented to the online community as a space for collaboration and collective knowledge building.

Author/Presenter

Vesal Dini

Lama Jaber

Ethan Danahy

Lead Organization(s)
Year
2019
Short Description

Authors investigate in-service teachers’ scientific engagement in a blended online science inquiry course. A key implication of this study is the importance of instructional attention to epistemology and affect to create online learning environments that promote productive framings of scientific inquiry.

Teachers’ orientations toward using student mathematical thinking as a resource during whole-class discussion

Using student mathematical thinking during instruction is valued by the mathematics education community, yet practices surrounding such use remain difficult for teachers to enact well, particularly in the moment during whole-class instruction. Teachers’ orientations—their beliefs, values, and preferences—influence their actions, so one important aspect of understanding teachers’ use of student thinking as a resource is understanding their related orientations.

Author/Presenter

Shari L. Stockero

Keith R. Leatham

Mary A. Ochieng

Laura R. Van Zoest

Blake E. Peterson

Year
2018
Short Description

The purpose of this study is to characterize teachers’ orientations toward using student mathematical thinking as a resource during whole-class instruction.

Teachers’ orientations toward using student mathematical thinking as a resource during whole-class discussion

Using student mathematical thinking during instruction is valued by the mathematics education community, yet practices surrounding such use remain difficult for teachers to enact well, particularly in the moment during whole-class instruction. Teachers’ orientations—their beliefs, values, and preferences—influence their actions, so one important aspect of understanding teachers’ use of student thinking as a resource is understanding their related orientations.

Author/Presenter

Shari L. Stockero

Keith R. Leatham

Mary A. Ochieng

Laura R. Van Zoest

Blake E. Peterson

Year
2018
Short Description

The purpose of this study is to characterize teachers’ orientations toward using student mathematical thinking as a resource during whole-class instruction.