Climate Change Education in Formal Settings, K-14 A Workshop Summary (2012) / Chapter Skim
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3 Science Education Standards and Climate Change
3 Science Education Standards and Climate Change
Pages 23-36
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From page 23... ...
provided a state perspective on standards, and Pruitt discussed some of the challenges that arise in addressing controversial science issues. ADDRESSING CLIMATE CHANGE IN THE NRC FRAMEWORK AND NEXT GENERATION SCIENCE STANDARDS The newly released A Framework for K-12 Science Education, Reiser explained, is not a set of science education standards but, as its title suggests, a framework to provide a vision and guide for the design of standards.
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The framework, however, could be used by any other entity that wished to develop science education standards. The Framework A Framework for K-12 Science Education1 (National Research Council, 2011c)
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For example, he explained, whether one is exploring phenomena in biology or earth and space sciences, a good strategy is to figure out where energy is going and how it is changing form: "Once you realize that you can't create or destroy any of it for free, that is, a really powerful heuristic that you can use across all different kinds of scientific problems." Several of these ideas are particularly valuable in explaining and reasoning about climate change, he added. A second way the framework is important, Reiser explained, is in its commitment to the idea that learning develops over time.
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. method in the absence of reasoning about some scientific problem." Curricular materials developed in this way would not be purely expository narratives but would involve students in debating interpretations of data, making arguments to explain observed phenomena, and other scientific actions.
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Reiser stressed that it is less important that students memorize the correct terminology for labeling the diagram than that they understand the basic processes. He closed with the observation that the approach to science education in general, and climate change in particular, that is articulated in the framework aligns well with the proposition put forward by Daniel Edelson's earlier presentation, that climate change should be treated as a topic within the larger context of earth systems science.
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28 CLIMATE CHANGE EDUCATION: FORMAL SETTINGS, K-14 FIGURE 3-3a Energy conversion and the practice of developing and using models. The student models show how energyFIGUREis transferred 3-3 from the sun to the surface, from the surface to the air by conduction (3-3a)
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The developers wanted to "begin with the science," Pruitt explained, and collaborated with distinguished and internationally known scientists from relevant disciplines in defining the key knowledge, concepts, and skills in the NRC framework. This approach is expected to have the benefit of giving states that decide to adopt the standards a buffer if they face objections from some constituents over controversial issues.
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A strategic advisory team will guide this process and assist states in engaging the business community and building coalitions in support of the standards. A STATE PERSPECTIVE: WASHINGTON "Climate change education isn't really about saving the planet, it's about saving humanity," Wheeler observed.
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. Wheeler noted that there is actually only one place in the sustainability standards where climate change is explicitly mentioned: elaboration under Standard Two refers to "learning that is about the environment and environmental issues (e.g., loss of biodiversity, climate change, and water quality)
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The same is true for the social studies standards, in which climate change appears more frequently, Wheeler noted. For example, the standards for geography address "the United States' ability to meet the challenge of global climate change," the history standards include "ways to address global climate change that promote environmental sustainability and economic growth in the developing world," and a standard for skills suggests "small-group dialogue where each student presents two or more possible resolutions to the threat of climate change." Washington has also defined a "specialty endorsement" for teachers who develop expertise in environmental and sustainability education.
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The development process for the Next Generation Science Standards has been allotted 18 months, Pruitt added, because it is important to leave time to build understanding of what is in them and their importance. The key will be at the community level, he added, and he urged workshop participants to watch for opportunities to offer education at the local level.
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He cautioned against comparing climate change issues to other controversial science issues, noting for example that "if you mention that this is like evolution, immediately you have lost a lot of people." Terms make a difference too-"global warming" has already taken on a connotation for many people that limits its usefulness, and "anthropogenic," a word used in many reports about climate change "doesn't communicate in language people understand." "You have to lay out a way forward," he added. If someone simply advocates that people stop using fossil fuels and ignore the potential impact on communities whose livelihood could be threatened, he explained, he or she "won't be communicating very well." Students and teachers need to be encouraged to think through possible solutions, he added.
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A significant focus was the interdisciplinary nature of climate change. One representative from each group reported back, highlighting key points from their conversations, summarized below: · There is a place for climate change education in most academic subjects.
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· It is not enough for a state to include climate change education in its academic goals. Not enough is known about how decisions are made at the district and classroom levels about what to include and how to present it.
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