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Thursday
Apr132017

Science of Science Communication seminar: Session 10 reading list (teaching climate change)

More Science of #Scicomm . . .

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Reader Comments (1)

I think that the Next Generation Science Standards offer a good starting point for #1. http://www.nextgenscience.org/
Partners in development of these standards: http://www.nextgenscience.org/partners

K-12 Overview chart: http://nstahosted.org/pdfs/ngss/20130509/matrixofdisciplinarycoreideasinngss-may2013.pdf

High School, keyword "evolution" http://www.nextgenscience.org/search-standards?keys=evolution&tid%5B%5D=107

Example of additional materials:
Lab suggestions for High School Biology teachers from Cornell: https://blogs.cornell.edu/cibt/labs/evolution/

Getting to the point of direct experience with synthetic biology: http://www.cochraneeagle.com/article/20140213/COE0801/302139989/-1/coe/chs-students-tackle-local-problem-with-synthetic-biology

Climate science is a bit harder to isolate out from the Next Generation Standards, there is no pre-existing course like High School biology to drop a curriculum into. I think this website is a good resource: http://www.nsta.org/climate/.

The Next Generation site has a few charts here http://www.nextgenscience.org/pe/hs-ess3-4-earth-and-human-activity here: http://www.nextgenscience.org/pe/hs-ess3-5-earth-and-human-activity and here: http://www.nextgenscience.org/pe/hs-ess3-6-earth-and-human-activity

But the listing for a search on "climate science" reveals the multi page listing of the varied scientific background needed to get to that point: http://www.nextgenscience.org/search-standards?keys=climate%20change&&tid[0]=107&&&&

I think that the weakest spots in American education are the early years through middle school, where science does not receive much emphasis in most schools. Particularly those in which efforts to raise test scores are diverting energy towards teaching to the tests. And the fact that we abandon non college track "AP" or "IB" students from all but the most rudimentary math and science. So that too many adults don't think of science as active and observational, but more a matter of believe this, memorize that. Because that's how they learned it.

We shouldn't be preaching what scientist believe we should be aiding students in discovery by direct observational and hands on activities, assisted by learning how to access the existing scientific knowledge base. We don't need to ask students what they believe, we need to evaluate what they can do.

April 15, 2017 | Unregistered CommenterGaythia Weis

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