Engineering topics

Mark Chandler

Publications and source records attributed to Mark Chandler.

4 records

NASA NTRS2024

Teachers’ Use and Adaptation of A Model-Based Climate Curriculum: A Three-Year Longitudinal Study

Foregrounding climate education in formal science learning environments provides students with opportunities to develop critical climate-related knowledge and skills. However, research has shown many challenges to teaching and learning about Earth’s climate and global climate change (GCC). This longitudinal study aims to establish how secondary science teachers, over time, implement model-based climate curricula in support of students’ climate and GCC education by utilizing EzGCM. The model (EzGCM) is a data-driven, computer-based climate modeling tool use to explore global climate data. Multiple sources of data collection, including teacher interviews, classroom observations, and daily reflections, were employed to address the research question: “How did two teachers’ implementation strategies evolve over the three-year study while utilizing a model-based, climate-focused curriculum?” This study provides insight into how and why these resources [model-based climate education curricula] are utilized in science learning environments, thereby informing ongoing efforts to enhance climate education and, in doing so, preparing the next generation of climate-literate adults prepared to confront this most critical global challenge of our age. The findings showed while both teachers engaged in increasingly model-centric instructional practices, these changes were modest. Furthermore, both teacher’s observed classroom practices were less model-centric than the designed curriculum. Ultimately emphasizing the transition from existing practices to improved ones, rather than seeking the perfect approach, the study offers practical insights that can honestly assist secondary educators in real-world settings by highlighting state of climate education in secondary science classrooms.

Secondary science teaching↗

NASA NTRS2021

Secondary Science Teachers’ Implementation of a Curricular Intervention When Teaching With Global Climate Models

In the past decade, emphasis on promoting “climate literacy” in K-16 science classrooms has increased. Teachers play a critical role in cultivating these opportunities, especially in secondary science classrooms. However, most prior climate education research has focused on students and student learning; little is known about how teachers implement climate-focused curricular interventions. Here, we report findings from a concurrent mixed methods, multiple-case study of four secondary science teachers’ implementation of a new, NGSS-aligned, model-centric climate curriculum module grounded in the use of a data-driven, computer-based climate modeling tool—Easy Global Climate Model (EzGCM). We employ multiple data sources, including video-recorded classroom observations, interviews, and instructional artifacts, and both qualitative and quantitative analyses, to investigate how teachers implemented the curriculum. Findings show that, overall, teachers implemented the curriculum in ways that were less model-centric than designed, placing greater emphasis on EzGCM itself rather than using the model to investigate Earth’s changing climate. Additionally, we present detailed single-case studies of each participant teacher that highlight differences in teachers’ implementation of the curriculum module and their reasoning for making observed instructional decisions. This research sheds light on the design of secondary science learning environments by illustrating the varied ways teachers implement a climate-focused curriculum to support students’ developing climate literacy. This has important implications for the design of climate-focused curriculum and supports for teachers.

Secondary science teaching↗

NASA NTRS2020

Using Climate Models to Learn: Investigating the Phenomenon of Increasing Surface Air Temperatures Using a Global Climate Modeling Approach

Since 1880, Earth’s average global temperature has increased by approximately 1.4 °F (0.8 °C). Approximately two-thirds of the warming has occurred since 1975 (Wuebbles, Easterling, Hayhoe, et al. 2017). Despite consensus about global climate change (GCC) within the scientific community, students struggle to comprehend - why temperatures are increasing globally - at what rate this change is occurring, and - how climate scientists predict Earth’s future climate. These challenges are due, in part, to the abstraction inherent to understanding GCC, a phenomenon that occurs over long periods of time (past and future), and over large regions (regional and global). With the adoption of the Next Generation Science Standards (NGSS Lead States 2013), GCC is emphasized at the secondary school level, with a focus on analyzing and understanding the evidence for GCC (HS-ESS3-1), climate modeling (HS-ESS2-6, HS-ESS3-5), and the impact of humans on the environment (HS-LS2-7, HS-ESS3-6).

climate models↗

NASA NTRSDate not supplied

Influence of Heat Flow from the Planetary Interior on Surface Habitability

an primordial and/or radiogenic heat flow from a rocky planet’s interior help maintain a surface environment amenable to life?On rocky Earth-like planets with shallow oceans (≤5 km depth) that are on the outer edge of the habitable zone, the additional energy provided might make the difference between a world supporting regional habitat space and a world uninhabitable by any known life-form. To test this hypothesis, we introduce heat flux from the planetary interior as a forcing to the NASA/GISSROCKE-3D exoplanet GCM, and explore whether it can enhance the habitability of marginal terrestrial rocky planets (e.g.,paleo Earth in a “snowball” climate state).GCM simulations of modern Earth have not included geothermal heat flux as a climate forcing, as it is more than an order of magnitude less than the 2.9 W/m heating caused by anthropogenic greenhouse gases [Flanner, GRL 2009]. Modern Earth measurements in the oceans [Downes et al., GRL 2019] and results from ocean GCMs [Barnes et al., Ocean Model. 2017]suggest that localized higher heat flux can have measurable thermodynamic and dynamic impacts, such as weakening deep ocean stratification and increased poleward ocean heat transports. A similar result with ROCKE-3D would be important, since our snowball Earth simulations without heat flux produce features like ocean stratification that should have hampered the survival of life. We have created a set of spatially variable geothermal heat fluxes at varying horizontal resolutions based on modern Earth heat flow patterns [Davies, Geochem. Geophys. Geosys. 2013] to test the sensitivity of the ROCKE-3D GCM initially in a modern Earth context. Preliminary results show that even modest heat fluxes have a measurable impact on deep ocean temperatures (upto +0.9°C locally) and that this heat can be transported at depth along ocean circulation paths. Estimates of heat flux impacts on vertical ocean mixing and surface ocean conditions require long simulations at the higher spatial resolutions needed to express heat flow at the scale of most ocean ridges. Ongoing simulations are focused on testing the impacts of horizontal resolution and flux scaling on surface environments, especially for “snowball” climate scenarios.

Heat flow↗