Bringing polar topics into the classroom: Teacher knowledge, practices, and needs
Bringing polar topics into the classroom: Teacher knowledge, practices, and needs
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DOI：
10.1080/10899995.2020.1729076
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发表时间：
2020-03
影响因子：
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通讯作者：
K. Schloesser;A. Gold
中科院分区：
文献类型：
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作者：
K. Schloesser;A. Gold
一项通过科学教师网络进行的题为“极地教育——需要教师投入”的全国需求评估调查的结果显示，大多数（90%）接受调查的教师正在教授极地主题或极地地区的课程。我们收到了508份来自美国各地小学和大专教师的回复。调查评估了哪些班级教授了极地主题（高中环境科学课的百分比最高，≥83%），课堂上教授了哪些极地主题，教师更愿意教授哪些主题，教师了解什么样的极地教育资源（大多数受访者（66%）没有列出超过2种资源），以及教师是否接受了极地主题的专业发展（81%的教师没有）。此外，使用代表性公众调查的项目块，将教师对极性主题的知识与公众的知识进行比较。结果显示，受访教师对两极话题的认知持续超过公众认知。根据调查结果，我们建议极地教育界继续开发教育资源，提供专业发展，并对K-12教师进行外展。具体而言，我们建议将重点放在：基于当前极地研究的课堂准备的真实数据集，建立在现实世界地缘政治问题和极地探索历史重要性基础上的多学科课程材料，以及教授海洋酸化，海洋生态系统和极地与全球气候的远程联系的课程。
Abstract Results from a national needs assessment survey advertised through science teacher networks with the title “Polar Education—Teacher Input Needed” showed that the majority (90%) of teachers that responded are teaching about polar topics or polar regions. We received 508 responses from elementary to post-secondary teachers across the United States. The survey assessed in which classes polar topics are being taught (high school environmental science classes had the highest percentages; ≥83%), which polar topics are being taught in classes and which topics teachers would like to teach more, what kind of polar education resources teachers are aware of (the majority of respondents, 66%, did not list more than 2 resources), and whether teachers had received professional development on polar topics (81% of teachers had not). Additionally, teachers’ knowledge of polar topics was compared to the public’s, using item blocks from representative public surveys. Results showed that teacher respondents’ knowledge of polar topics consistently exceeded public knowledge. Based on the findings from the survey, we recommend that the polar education community continue to develop educational resources, offer professional development and conduct outreach to K–12 teachers. Specifically, we recommend a focus on: curating classroom-ready authentic data sets based on current polar research, multidisciplinary curricular materials that build on real world geopolitical issues and the historical importance of polar exploration, and curriculum for teaching ocean acidification, ocean ecosystems, and polar teleconnections to global climate.