The Climate Literacy and Energy Awareness Network (CLEAN)
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Kathryn Boyd↗
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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↗
Online Matchmaking: It's Not Just for Dating Sites Anymore! Connecting the Climate Voices Science Speakers Network to Educators
Scientists play an integral role in the development of climate literacy skills - for both teachers and students alike. By partnering with local scientists, teachers can gain valuable insights into the science practices highlighted by the Next Generation Science Standards (NGSS), as well as a deeper understanding of cutting-edge scientific discoveries and local impacts of climate change. For students, connecting to local scientists can provide a relevant connection to climate science and STEM skills. Over the past two years, the Climate Voices Science Speakers Network (climatevoices.org) has grown to a robust network of nearly 400 climate science speakers across the United States. Formal and informal educators, K-12 students, and community groups connect with our speakers through our interactive map-based website and invite them to meet through face-to-face and virtual presentations, such as webinars and podcasts. But creating a common language between scientists and educators requires coaching on both sides. In this presentation, we will present the "nitty-gritty" of setting up scientist-educator collaborations, as well as the challenges and opportunities that arise from these partnerships. We will share the impact of these collaborations through case studies, including anecdotal feedback and metrics.
Instructors↗
The Climate is A-Changin': Teaching Civic Competence for a Sustainable Climate
A central aim of social studies curriculum is to prepare young people for making "informed and reasoned decisions for the public good" concerning consequential problems like global climate change. By developing students' "vision of a good society" and exploring what actions and policies move our society in this direction, social studies teachers have an important role in preparing students for a world undergoing enormous environmental change. This article discusses elementary curriculum connections between building students' knowledge and understanding about "their community, nation and world" and global climate change. It also suggests ideas for building civic competency and climate literacy while creating opportunities for students to practice high-value skills like "data collection and analysis, collaboration, decision-making and problem-solving."
climate change↗
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↗
The Role of Game Based Learning in the Health Literacy of African American Adolescent Males
Twenty-first century literacy is more than being able to encode for spelling ability, decode for reading comprehension, and calculate for numeric reasoning. It demands the skills to negotiate the world of technology. Health literacy is lower than general literacy, and general literacy is lower among African American males than the overall population. The authors discuss the prospects of incorporating Game Based Learning approaches into strategies for teaching health literacy. Results of a survey administered to youth to determine their level of involvement in video game playing indicate that key elements must be in place to ensure that a game will be played. These include action, strategy, and entertainment. Future investigation will examine the knowledge level of African American adolescent males of the nexus of certain concepts of climate change and health literacy. Climate change has significant implications for human health. This understanding will produce a scientifically based foundation for curricular and instructional decisions that include GBL. Results of this study will be used to design a video game concept and will contribute to the body of knowledge concerning environmental justice and empower individuals to make informed decisions about their own health and those they influence.
Connell, Judith↗
Evaluating Climate Models with the CLIVAR 2020 ENSO Metrics Package
El Niño–Southern Oscillation (ENSO) is the dominant mode of interannual climate variability on the planet, with far-reaching global impacts. It is therefore key to evaluate ENSO simulations in state-of-the-art numerical models used to study past, present, and future climate. Recently, the Pacific Region Panel of the International Climate and Ocean: Variability, Predictability and Change (CLIVAR) Project, as a part of the World Climate Research Programme (WCRP), led a community-wide effort to evaluate the simulation of ENSO variability, teleconnections, and processes in climate models. The new CLIVAR 2020 ENSO metrics package enables model diagnosis, comparison, and evaluation to 1) highlight aspects that need improvement; 2) monitor progress across model generations; 3) help in selecting models that are well suited for particular analyses; 4) reveal links between various model biases, illuminating the impacts of those biases on ENSO and its sensitivity to climate change; and to 5) advance ENSO literacy. By interfacing with existing model evaluation tools, the ENSO metrics package enables rapid analysis of multipetabyte databases of simulations, such as those generated by the Coupled Model Intercomparison Project phases 5 (CMIP5) and 6 (CMIP6). The CMIP6 models are found to significantly outperform those from CMIP5 for 8 out of 24 ENSO-relevant metrics, with most CMIP6 models showing improved tropical Pacific seasonality and ENSO teleconnections. Only one ENSO metric is significantly degraded in CMIP6, namely, the coupling between the ocean surface and subsurface temperature anomalies, while the majority of metrics remain unchanged.
54 ENVIRONMENTAL SCIENCES↗
Science Education Supporting Weather Broadcasters On-Air and in the Classroom with NASA "Mini-Education Supplements"
NASA-Goddard Space Flight Center has initiated a new project designed to expand on existing news services and add value to classrooms through the development and distribution of two-minute 'mini-supplements' which give context and teach about current weather and Earth research phenomena. The innovative mini-supplements provide raw materials for weather forecasters to build news stories around NASA related missions without having to edit the more traditional and cumbersome long-form video format. The supplements cover different weather and climate topics and include NASA data, animations, video footage, and interviews with scientists. The supplements also include a curriculum package with educational lessons, educator guide, and hand-on activities. One goal is to give on-air broadcasters who are the primary science educators for the general public what they need to 'teach' about the science related to NASA research behind weather and climate news. This goal achieves increasing public literacy and assures higher accuracy and quality science reporting by the media. The other goal is to enable on-air broadcasters to serve as distributors of high quality, standards-based educational curricula and supplemental material when they visit 8-12 grade classrooms. The focus of 'pilot effort' centers around the success of NASA's Tropical Rainfall Measuring Mission (TRMM) but is likely expandable to other NASA earth or space science missions.
Shepherd, J. Marshall↗
The Institute on Climate and Planets (ICP): A Research Education Program
Giving students a fair start to become productive and responsible contributors in the 21st century workforce and society depends on our ability to help them develop: (1) A global view of the world; (2) Problem-solving and/or reasoning abilities; (3) Basic scientific and technical literacy; and (4) A multi-disciplinary understanding of how humans and nature interact with the earth system. The Institute on Climate and Planets (ICP) in New York City is NASA Goddard Institute for Space Studies' (GISS) response to the national challenge to give students a fair start to become productive in America's workforce and society, GISS is part of the Earth Science Director at NASA Goddard Space Flight Center in Maryland and a component of Columbia University's Earth Institute, a university-wide initiative whose mission is to understand our planet so as to enhance its sustainability. In 1994 Jim Hansen, several of his GISS and Columbia University colleagues and Fitzgerald Bramwell, the former Director of the New York City Alliance for Minority Participation at City University of New York, launched the ICP. ICP contributes to NASA education and minority outreach goals by directly involving underrepresented college, high school and junior high school students and their educators in research. ICP takes advantage of the interest of many civil servants and Columbia University research scientists at GISS to involve students and educators on multi-level research teams working on problems at the core of NASA's Earth Science Enterprise - advancing our understanding of Earth s climate, climate variability, and climate impacts.
Carlson, Barbara↗
Mixed Ionic Electronic Conducting Quaternary Perovskites: Materials by Design for Solar Thermochemical Hydrogen
The innovative research conducted by Arizona State University and Princeton University in the project "Mixed Ionic-Electronic Conducting Quaternary Perovskites: Materials by Design for Solar Thermochemical Hydrogen" marks a significant stride forward in thermochemical water splitting. Through an intricate blend of computational design and experimental validation, the project delved into the promising potential of Mixed Ionic Electronic Conducting (MIEC) perovskites. These complex materials, characterized by their unique redox-active nature and adaptability in stoichiometry, present a promising frontier for efficient solar thermochemical hydrogen production. Firstly, the research enhanced the science by utilizing state-of-the-art computational methodologies to unravel the nuanced chemical potentials of MIEC perovskites. By simulating various off-stoichiometric scenarios and redox conditions, the team was able to predict material behaviors under diverse environmental conditions, a feat unachievable through conventional experimental methodologies alone. This approach not only fast-tracks the material screening process, significantly reducing the time from laboratory re-search to practical application, but also uncovers trends and correlations that are pivotal for future materials innovation. Regarding technical effectiveness, the project stands out in its economic feasibility. Traditional methods of materials discovery are often marred by high costs and extensive timeframes, owing to the iterative nature of experimental processes. However, by employing theoretical computations and validating these findings with targeted experiments, the project introduced a cost-effective paradigm for materials discovery and the first ever prediction, synthesis, and preliminary validation of a material solely from computational and theoretical considerations. This synergy between computation and experimentation expedites the discovery of optimal materials conducive to high-efficiency solar-to-hydrogen conversion processes. Furthermore, the public stands to benefit substantially from this research. The success of MIEC perovskites in solar thermochemical applications heralds a shift towards lower cost and lower electricity input for clean hydrogen production, hence potentially impacting climate and energy resilience. By improving the efficiency of solar-to-hydrogen conversions, the research paves the way for reduced dependency on fossil fuels, addressing the urgent global need for accessible and renewable energy sources. Moreover, the project's advancements contribute to scientific literacy in renewable energy technologies, empowering society through knowledge and spurring future innovations. In essence, this research project demonstrates significant progress in the realm of advanced water splitting through solar thermochemistry. Through its groundbreaking approaches in computational materials science and its implications for real-world applications, it holds the promise of a cleaner, more energy-resilient future.
08 HYDROGEN↗
Phoenix Climate: Employing NASA Earth Observations to Conduct Site Suitability Analyses on Residential Tree Planting Initiatives in Phoenix, AZ
Phoenix, Arizona is the hottest city in the United States, with daytime summer temperatures consistently reaching upwards of 100°F. As these daytime temperatures continue to climb, heat-related illnesses and morbidity also increase. The City of Phoenix hopes to secure funding to implement the American Rescue Plan Act (ARPA) residential tree equity accelerator program. This funding will be used for targeted investments in underserved neighborhoods to increase tree canopy cover, engaging 5,000 households across selected neighborhoods. By partnering with the City of Phoenix, the Arizona Office of Heat Mitigation, and Arizona State University’s Urban Climate Research Center, our team identified residential neighborhoods, block groups within qualified census tracts, and parcels to be prioritized in the ARPA program. We conducted an analysis using NASA Earth observations, movement and heat exposure data, sociodemographic data, and tree canopy data. For Earth observations, we acquired daytime land surface temperature from the Landsat 8 Operational Land Imager (OLI) and Thermal Infrared Sensor (TIRS) and land cover classification from the United States Geological Survey (USGS) National Land Cover Database (NLCD). The project will support the prioritization of city resources and tree plantings based on community vulnerability, as well as help initiate public engagement efforts and literacy with an interactive dashboard and GIS layers that contribute to the city’s property information portal.
Alison Bautista↗