susan buhr director, cires education and outreach ...€¦ · over-hyped, too much media, too...
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TeacherPreparation
Influences
• Knowledge• Strategies• Practices
• Controversy• Standards• Resources
Influences
Professionaldevelopment
• Controversy• Standards• Resources
•In Community•Sustained•Relevant
Year Project Secondaryrespondents
(N)
Degree ofengagement
2009 ICEE NeedsAssessment
284 61%
2010 CLEANInvitationalSurvey
300 56-93%
2011 CLEANInformantNetwork
145 (97%response rate)
80% middleschool88% highschool
What do you hear fromteachers about their
preparation?Their perceptions about
climate science?
What do you hear fromteachers about their
preparation?Their perceptions about
climate science?
4050607080
Preparation: learning experiences(%)
Self-directed
Short/Variable
Sustained
0102030
5
ICEE, [email protected]
40
50
60
70
80
90
100
Perc
enta
ge re
spon
ding
Relevant Not relevant
0
10
20
30
Perc
enta
ge re
spon
ding
Field of highest degree and perceived [email protected]
• More comfort withEarth Systems
• Less comfort• Climate concepts
(greenhouse effect)• Emerging topics (what
will happen here?)• Evidence-how
scientists know
• More comfort withEarth Systems
• Less comfort• Climate concepts
(greenhouse effect)• Emerging topics (what
will happen here?)• Evidence-how
scientists know
“I was confused by theIzzit ‘Unstoppable SolarCycles’” ICEE 2010, CLEAN2011
Wise, [email protected]
30
40
50
60Pe
rcen
tage
resp
onde
nts
Disagree StronglyDisagree
0
10
20
30
Middleschool
High school Lowerdivision
Upperdivision
Perc
enta
ge re
spon
dent
s
DisagreeAgreeAgree Strongly
CLEAN,2011
50
60
70
80
90
100
(%)
Drop oneStay same
0
10
20
30
40
50
GWhappening
Concern GW Cause ispeople
Scientistsagree
(%)
Stay sameGain oneGain two
ICEEworkshopevaluation2010
2009-2011• “…global climate change is both premature and
over-hyped, too much media, too little long termscience investigation other than recent trends…”
• “I was taught…in late 1960 that we were in factentering into another “ice age” and today… I amto teach the other end of that continuum?”
• “Right now I am very concerned over the globalwarming emails and the implication that data hasbeen changed…How can I teach about globalchange if scientists are not being honest abouttheir results?”
2009-2011• “…global climate change is both premature and
over-hyped, too much media, too little long termscience investigation other than recent trends…”
• “I was taught…in late 1960 that we were in factentering into another “ice age” and today… I amto teach the other end of that continuum?”
• “Right now I am very concerned over the globalwarming emails and the implication that data hasbeen changed…How can I teach about globalchange if scientists are not being honest abouttheir results?”
2009-2011• “Teaching both perspectives of the issue
within time constraints.”• “More support materials-from both sides of
the argument are needed-in order to give thistopic the time and depth needed to reallyinform and educate students.”
• Denialist? Needs PD? Unclear…..
2009-2011• “Teaching both perspectives of the issue
within time constraints.”• “More support materials-from both sides of
the argument are needed-in order to give thistopic the time and depth needed to reallyinform and educate students.”
• Denialist? Needs PD? Unclear…..
2009-2011• “I am much more confident in my knowledge and
the ability to answer student questions, as wellas be able to direct students to valid data sitesfor them to learn to read and interpret thescientific data for their own evidence.”
• “I am learning to rely on the science (evidence)and let the facts speak for themselves.” Thismakes it easier to present to students…and toother teachers.”
• “I want to objectively present the scientific datathat presents climate change is real and an issueof immediate concern.”
2009-2011• “I am much more confident in my knowledge and
the ability to answer student questions, as wellas be able to direct students to valid data sitesfor them to learn to read and interpret thescientific data for their own evidence.”
• “I am learning to rely on the science (evidence)and let the facts speak for themselves.” Thismakes it easier to present to students…and toother teachers.”
• “I want to objectively present the scientific datathat presents climate change is real and an issueof immediate concern.”
What do you hear fromteachers about their barriers
and concerns?
What do you hear fromteachers about their barriers
and concerns?
• Lack of alignmentwith standards
• Lack of contentknowledge
• Parent, studentbeliefs
Wise, 2010ICEE, 2009
CLEAN, 2011
• Vocal school board membershave approached administration,claiming that it is not occurring
• Students have been told that“global warming” is not real and thathurdle is hard to cross sometimes.
• It conflicts with my students’religion/faith.
• We have some parents that donot believe in climatechange/warming
ICEE, 2009
• Lack of alignmentwith standards
• Lack of contentknowledge
• Parent, studentbeliefs
Wise, 2010ICEE, 2009
CLEAN, 2011
• Vocal school board membershave approached administration,claiming that it is not occurring
• Students have been told that“global warming” is not real and thathurdle is hard to cross sometimes.
• It conflicts with my students’religion/faith.
• We have some parents that donot believe in climatechange/warming
ICEE, 2009
Before instruction:• Align with standards and curriculum• Frame for learners’ perspective• Find high quality resources-
evidence/inquiry• (Maybe) talk with administrators
Before instruction:• Align with standards and curriculum• Frame for learners’ perspective• Find high quality resources-
evidence/inquiry• (Maybe) talk with administrators
• During instruction:• Employ inquiry, evidence-basedpedagogy
• Controversy as a teachable moment• Integrate climate throughout• Outside speakers• Integrate solutions
• During instruction:• Employ inquiry, evidence-basedpedagogy
• Controversy as a teachable moment• Integrate climate throughout• Outside speakers• Integrate solutions
Cheryl Manning, Colorado High School Teacher
30%40%50%60%70%80%90%
100%
Perc
enta
ge te
achi
ng c
limat
e to
pics
0%10%20%30%
Perc
enta
ge te
achi
ng c
limat
e to
pics
CLEAN 2011
7 18
912757 1
60
80
100
120Pe
rcen
t tea
cher
s
Over 90%76-90%51-75%
2030
51 33
0
20
40
Middle school High school
Perc
ent t
each
ers
51-75%26-50%11-25%Less than 10%
CLEAN 2011
30405060708090
100
Perc
enta
ge re
spon
dent
s
MS Student interestMS useHS student interestHS use
0102030
Perc
enta
ge re
spon
dent
s
CLEAN2011
30
40
50
60
Middle School
“By connecting this withinthe physical sciencecurriculum I have been ableto bring it in without reallylabeling it “climate science”which has helped me tokeep some of the pre-conceived notions out of theequation.”
0
10
20
30
Mostly/onlyscience
Equalscience/social
Mostly/onlysocial
Middle SchoolHigh School
“By connecting this withinthe physical sciencecurriculum I have been ableto bring it in without reallylabeling it “climate science”which has helped me tokeep some of the pre-conceived notions out of theequation.”
40
50
60
Perc
enta
ge R
espo
nden
tsNot at all To small extent To some extent To a large extent
CLEAN 2011
0
10
20
30
Middle School High School Lower Division Upper Division
Perc
enta
ge R
espo
nden
ts
http://cleanet.org/[email protected]
40
50
60
70
80
Perc
enta
ge re
spon
dent
s
Honors/APLow reading levelRemedial math/quantEnglish language learners
0
10
20
30
40
Middle school High school Lower division Upper division
Perc
enta
ge re
spon
dent
s
encouraging discouraging0
20
40
60
80
100 experience enhanced teachingexperience hindered teaching
community experiences around teaching GW
% o
f Ear
th s
cien
ce te
ache
rs
encouraging discouraging0
20
40
60
80
100 experience enhanced teachingexperience hindered teaching
community experiences around teaching GW
% o
f Ear
th s
cien
ce te
ache
rs
Wise, 2010 [email protected]
• Most perceiveinstitutional support
• Most perceived asresource by colleagues
• Climate scientistconnections
• National science/education communities
• Local/regionalcommunities
• Most perceiveinstitutional support
• Most perceived asresource by colleagues
• Climate scientistconnections
• National science/education communities
• Local/regionalcommunities
Iceeonline.org/forum andlistserve
1015202530354045
(%)
Middle school High School
05
1015
Day or less Week orless
One-twoweeks
Three-fourweeks
Amount PD taken
CLEAN 2011
• Online course ICEE Spring 2012• 3 credit grad ENVS or Continuing Ed or nominal admin
fee• Teaching strategies, Essential Principles Climate Lit,
capstone local teaching activity• Email [email protected]
• CLEAN webinarshttp://www.cleanet.org/clean/community/webinars/in
dex.html• CLEAN online faculty workshops
• April 2-14, 2012 - Communicating Climate Science inthe Classroom
• May 7-16, 2012 - Teaching Climate Complexity
• Online course ICEE Spring 2012• 3 credit grad ENVS or Continuing Ed or nominal admin
fee• Teaching strategies, Essential Principles Climate Lit,
capstone local teaching activity• Email [email protected]
• CLEAN webinarshttp://www.cleanet.org/clean/community/webinars/in
dex.html• CLEAN online faculty workshops
• April 2-14, 2012 - Communicating Climate Science inthe Classroom
• May 7-16, 2012 - Teaching Climate Complexity
Opportunities:• Reach to all society• High interest• Encouragement is
effective• Potential standards
alignment
Challenges:• Persistent controversy• Lack of alignmnent
with standards• New topic for most
Opportunities:• Reach to all society• High interest• Encouragement is
effective• Potential standards
alignment
Challenges:• Persistent controversy• Lack of alignmnent
with standards• New topic for most
Question: If you have tried or considered teachingclimate change in your classroom, what kinds of
challenges have you come up against?
Content (Personal knowledge,Curriculum Integration)
Lack of Resources
Controversy of Topic
Learnmoreaboutclimate survey amongColorado teachers 2011, N=53
0 5 10 15 20
Controversy of Topic
Influence of Parents
Lack of Teaching Time
Fatalistic feeling by students
50
60
70
80
90
100
Male
AGI, Geosci WorkforceReport, 2011See also NAGT PositionPaper
0
10
20
30
40
50
Biology (1 yr) Chemistry (1 yr) Physics (1 yr) Geol/E.S. (0.5 yr)
MaleFemale