CLEAN Network Teleconferences
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Upcoming 2015 TeleconferencesRecent Telecons | Past Telecons
March 3, 2015: Brian Drayton (Co-Director, Center for School Reform, TERC) and Gilly Puttick (Senior Scientist, TERC)
Title: Place, community, and biosphere: An overview of the TERC LIfe Science Initiative's climate education work
Abstract: Climate change education is one of the strands of work in the Life Sciences Initiative of the Center for School Reform at TERC. Beginning in the late 1980s, an early initiative included The Global Lab, the first curriculum available nationally that introduced probes and computers in the classroom. Another early product was the Ecology curriculum, with a hands-on unit on carbon cycling and climate change, presented from an ecological perspective.
Since that time, our work has evolved through successive phases of development, beginning with presentation of concepts related to climate change informed by the learning sciences, through increasing understanding of the importance of place and identity, to an emphasis on place-identity and an understanding of community involvement.
In this talk, we will describe this evolution, using examples drawn from programs and products we have developed. We will elaborate how theoretical frameworks drawn from conservation psychology and theories of behavior change have come to play a prominent role in how we think about engaging learners with the complexity of climate change.
Gilly Puttick's Bio: Gilly Puttick is currently a co-leader of the Life Sciences Initiative at TERC. Since 1991, Puttick has conducted research on science teaching and learning, developed life science curricula for elementary, middle and high school, and designed professional development programs for middle and high school science teachers. Her recent work has focused on climate change education, with the development of curricula and programs for formal and informal educational settings. Research and development projects include: Biocomplexity and the habitable planet, Girls Energy Conservation Corps, Scratch Girls: Designing games to learn about climate change, and The Climate Lab.
Brian Drayton Bio: Brian Drayton is Co-Director of the Center for School Reform, and co-leader of TERC's Life Sciences Initiative. Over the past 25 years, Drayton has conducted research on science pedagogy, helped create and research electronic communities for science education, and developed curriculum materials for middle and high school. TERC curricula related to climate change include the Global Lab; Ecology: a systems approach, Biocomplexity for a habitable planet, and The Climate Lab.
March 10, 2015: AGU Climate Literacy session proposal discussion. It is time to identify the climate literacy sessions we would like to have at the Fall AGU meeting (San Francisco, Dec 14-18, 2015) and the convenors who will organize those sessions. Please join the discussion. If you can't call in please let me know both your ideas for sessions and your interest in organizing a session. - Tamara Ledley
March 17, 2015: Informal discussion
March 24, 2015: Informal discussion
March 31, 2015: Informal discussion
April 7, 2015: Informal discussion
April 14, 2015: Informal discussion
April 21, 2015: Informal discussion
April 28, 2015: Informal discussion
May 5, 2015: Informal discussion
May 12, 2015: Informal discussion
May 19, 2015: Informal discussion
May 26, 2015: Informal discussion
June 2, 2015: Informal discussion
June 9, 2015: Informal discussion
June 16, 2015: Informal discussion
June 23, 2015: Informal discussion
June 30, 2015: Informal discussion
Recent 2015 Teleconferences
February 24, 2015: David Brooks, Institute for Earth Science Research and Education (INSTESRE)
Title: Developing a Project-Based STE(A)M Program Around Environmental/Climate Science
Abstract: A successful STE(A)M program should integrate all components of the STEM paradigm plus, increasingly, an arts component. It should provide access points for a wide range of student interests and capabilities. It should involve a process which works across disciplines. It should promote schools as centers for education and student research. It may produce student outcomes which are not easily measurable by traditional subject-specitic testing.
Pyranometry is one example of a project-based approach to STEM education, focusing on a central theme of climate science. Students can build their own instruments, which will produce scientifically valid and interesting data to support student research for many years. The nature of the measurement encourages a development of a long-term institutional commitment to supporting student research.
David Brooks Bio:
David Brooks holds BS and MS degrees in physics and a PhD in atmospheric physics from Imperial College, University of London. He is a former researcher at NASA's Langley Research Center and Research Professor at Drexel University. He is a former PI for atmospheric science in the GLOBE Program. He founded the Institute for Earth Science Research and Education (IESRE) in 2004. He was PD for IESRE's NASA-funded Climate Science Research for Educators and Students project, completed in 2014, and is currently PD for one of 23 national environmental education grants awarded in 2014 by the Toyota USA Foundation.
There is an audio recording of this teleconference call here (MP3 Audio 20.1MB Feb24 15).
February 17, 2015: Informal discussion
There is an audio recording of this teleconference call here (MP3 Audio 5.7MB Feb17 15).
February 10, 2015: Don Duggan-Haas, Director of Teacher Programming for The Paleontological Research Institution and its Museum of the Earth & Cayuga Nature Center
Title: Hydrofracking, Climate Change, and Evolution Outreach Yields Rules of Thumb for Teaching about Controversial Issues
The Paleontological Research Institution has a long history of nurturing public understanding of controversial issues. PRI's 11-year-old Museum of the Earth is built around the idea of evolution, and evolution education stretches back long before that. For more than a decade, PRI has engaged in climate change education, and, for the last several years, we have been engaged in energy education rooted in the science related to slickwater high-volume hydraulic fracturing (HVHF). These issues share common characteristics, and common rules of thumb are derived from our extensive work on teaching controversial issues. There are, however, differences amongst these issues and amongst the approaches that should be used in building understandings that can yield informed decisions.
Controversial issues tend to be interdisciplinary in nature; complex; play out across multiple scales of time and/or space; and are made difficult to understand by cognitive biases. Climate change and evolution share the characteristic of grounding in areas of consensus science. While there is consensus that HVHF causes environmental harm there is no consensus as to whether the environmental costs associated with HVHF are lesser or greater than those associated with other ways of generating energy on the scale currently required by modern society.
Rules of thumb for teaching about controversial issues include recognizing that: while grounding in evidence is essential, a focus simply upon the related science is insufficient to build understanding; effective approaches for certain audiences may backfire to the point of deepening misconceptions and related convictions if used with other audiences; reframing questions away from the most obvious and most polarizing questions is often helpful; argument in the traditional sense (and potentially advocacy in the traditional sense) may deepen convictions more than understandings; and; attending to issues of scale with familiar examples and user-friendly analogies can deepen understanding.
Don Duggan-Haas is the Director of Teacher Programs at The Paleontological Research Institution and its Museum of the Earth in Ithaca, NY. Don has taught at Colgate, Cornell, and Michigan State Universities, Kalamazoo College, and Tapestry and Norwich (New York) High Schools. His current work focuses on teacher professional development and curriculum materials development that fosters understanding of the central ideas of Earth systems science by engaging students and teachers in the close study of their local environments, and using those local understandings to grok larger natural systems and human roles within those systems. Or, that's the aspiration at least.
There is an audio recording of this teleconference call here (MP3 Audio 18.8MB Feb13 15).
February 3, 2015: Informal discussion
There is an audio recording of this teleconference call here (MP3 Audio 16.7MB Feb13 15).
January 27, 2015: Informal discussion about communicating climate change to young audiences
January 20, 2015: Informal discussion - Preparation for Energy and Climate Conference - National Council for Science and the Environment.
There is an audio recording of this teleconference call here (MP3 Audio 14.3MB Jan20 15).
January 13, 2015: Informal discussion
There is an audio recording of this teleconference call here (MP3 Audio 9.4MB Jan13 15).
January 6, 2015: Informal discussion - no recording made
2009 and 2008 Teleconferences
If anyone has material from the 2009 and 2008 teleconference calls, please contact Tamara Ledley. We would like to preserve our historic record. Thanks.