Infusing Sustainability Science Literacy through Chemistry Education: Climate Science as a Rich Context for Learning Chemistry
Infusing Sustainability Science Literacy through Chemistry Education: Climate Science as a Rich Context for Learning Chemistry
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通过化学教育注入可持续科学素养：气候科学作为学习化学的丰富背景
DOI：
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发表时间：
2014
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影响因子：
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通讯作者：
M. Towns
中科院分区：
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作者：
P. Mahaffy;B. Martin;M. Kirchhoff;L. McKenzie;T. Holme;A. Versprille;M. Towns
全球科学界越来越迫切地关注可持续发展的挑战，例如工作组确定地球在地质时间尺度上是否已经从全新世进入人类世，以及跨学科努力定义和量化我们的地球边界。尽管这些举措背后的大部分科学工作都是基于基本化学参数的测量，但可持续性素养尚未以任何系统的方式纳入本科化学课程。我们在这里报告的理念和实施的NSF资助的倡议，可视化气候变化的化学（VC 3），它提供了一个范例，制定战略，以填补这一差距，重点是气候变化，其中一个定义的可持续性挑战的21世纪世纪。VC3的目标是战略性的第一年大学和学院化学课程，这些课程是许多科学课程的课程要求所共有的。
Global science is paying increasingly urgent attention to sustainability challenges, as evidenced by initiatives such as the working group determining whether Earth has moved from the Holocene to the Anthropocene Epoch on the geologic time scale and the interdisciplinary efforts to define and quantify our planetary boundaries. Despite the fact that much of the scientific work underlying these initiatives is based on measurements of fundamental chemistry parameters, sustainability literacy has not been incorporated in any systematic way into the undergraduate chemistry curriculum. We report here on the philosophy and implementation of a NSF-funded initiative, Visualizing the Chemistry of Climate Change (VC3), which provides an exemplar for developing strategies to fill that gap, focusing on climate change, one of the defining sustainability challenges of the 21st century. VC3 targets the strategic first year university and college chemistry courses that are common to the program requirements of many scienc...