Science Education
Surveys of
both student and teacher opinions indicate that although climate change is an
important global concern, only a small fraction can accurately articulate the
basic science of climate change.
While the scientific base of knowledge about climate change is growing,
improvements in student understanding are clearly needed. An
attempt to improve student and teacher understanding of climate change through
the following activities:
1.
Conduct a detailed study that
identifies student misconceptions about climate change.
2.
Develop effective climate change
learning tools using inquiry-based learning environment.
3.
Develop a summer institute to assist
and encourage high school teachers to implement climate change subjects into
their classrooms.
This work is currently being conducted as part
of the project: Connections between Stratospheric
Perturbations and Climate Change - Research and Teaching Integration,
supported by the NSF Early Career Program. (More info)
BAESI-Workshops
on Global Warming Materials
Agenda,
questionnaire and activity resources (PDF)
Greenhouse
effect (PDF)
Natural
climate change (PDF)
20th
century climate (PDF)
21st
century climate (PDF)
Global
warming connections (PDF)
Student
misconceptions about ozone depletion
While working in Australia, I identified some unique
misconceptions that students have about ozone depletion. Because
Australia has the highest rate of skin cancer in the world, an appreciation for
sun safety (i.e. using sunscreen, staying out of the sun during the middle of
the day etc.) has been thoroughly communicated through public education.
However interestingly, when asked why Australia has such concerns about skin
cancer, a large majority of students (and I believe the general public as well)
blame the Antarctic ozone hole (Cordero, 2001) for their problems. As
shown below, the Antarctic ozone hole never really comes even close to the
borders of Australia. The more convincing explanation of Australia high
incidence of skin cancer is related to skin type, and the historical migration
of a light-skinned population from northern Europe to a natural high sunlight
environment. Evidence that Australia is a natural high sunlight
environment can be found by looking at the skin color of the indigenous
population (e.g. Aboriginal Australians), which has had thousands of year to adapt.
Learning
Module on Ozone Depletion
In response to the above
misconceptions, I developed a module on ozone depletion aimed to help improve
the teaching of ozone depletion in K-12 schools. An important component
to this work is focused on educating teachers. Environmental issues are
often complex and changing rapidly, and thus teachers often lack the resources
required to effectively teaching these subjects. Included in this module
are four powerpoint files,
explaining the basics of ozone depletion. In addition, there are four
activities aimed at challenging student misconceptions using active learning
methodologies.
Associated
publications:
Cordero, E. C., 2002: Is the ozone hole over your classroom? Aust. Sci. Teach. J. 48, 24-39. (PDF)
Cordero, E. C., 2000: Misconceptions in Australian
students understanding of ozone depletion. Melbourne Studies
in Education, 41, 85-97. (PDF)