Secondary Science Curriculum Modules for Global Change Education

该项目旨在解决全球变化新出现的问题(即温室效应、臭氧消耗、森林砍伐、水污染、生物多样性丧失等)。以及这些变化可能对人类产生的影响。该项目还将把这些问题与中学教授科学的过程和概念联系起来。将为高中生物、化学和物理课程开发五个或更多多项活动模块，并按顺序编入一个教学单元。还将开发供初中使用的平行版本。这些单元将包括：(A)研究的性质和导致对问题的理解的结果数据；(B)强调专题对国内和世界社会、政治和经济问题的影响。伯德极地研究中心和俄亥俄州立大学测绘中心的科学家将积极参与，为模块开发人员提供研究数据和背景了解。与研究主题相关的课堂想法将由教师产生，并由项目工作人员开发成模块。研究科学家的持续投入和监测将确保代表科学的主题和方法的准确性。教师和科学教育工作者的类似参与，加上形成性的初步测试、修改和总结性评估，将确保教学方法是健全的，教材在课堂环境中是可行的。创造性地使用教学方法，如模拟和实验室练习，将伴随着适应远程成像、地理信息系统和其他数据收集和分析技术。最后，该项目将开发一个示范教师讲习班，通过全国科学教师协会(NSTA)会议传播材料，并将满足NSTA通过该协会分发材料的要求。

This project is designed to address emerging issues of global change (i.e. greenhouse effect, ozone depletion, deforestation, water pollution, loss of biological diversity, etc.) and the impact these changes may have on humans. The project will also relate these issues to the processes and concepts of the science taught in secondary schools. Development of five or more multi-activity modules, sequenced into an instructional unit, will be developed for high school biology, chemistry, and physics classes. A parallel version for use in junior high will also be developed. The modules will include (a) the nature of the research and resulting data that has led to an understanding of the issues, and (b) an emphasis on the implications of the topics for domestic and world social, political and economic issues. Research data and background understandings for the module developers will be provided by the active involvement of scientists from the Byrd Polar Research Center and the Center for Mapping at the Ohio State University. Classroom ideas for use with the research topics will be generated by teachers and developed into modules by the project staff. Continued input and monitoring by the research scientists will assure accuracy in representing both the subject matter and the methods of science. Similar involvement by teachers and science educators, with formative pilot testing, revision, and summative evaluation, will assure that pedagogy is sound and materials workable in classroom settings. Creative use of instructional methodologies such as simulations and laboratory exercises will be accompanied by adaptations of remote imaging, geographic information systems, and other data gathering and analysis techniques. Finally, the project will develop a model teacher workshop for dissemination of the materials through the National Science Teacher Association (NSTA) conferences and will meet NSTA requirements for distribution through that association.