Collaborative Research: Climate Change Concepts and POGIL

该项目正在制定12项气候变化活动，供一年级大学生在为理科专业设计的化学课程中使用。该项目有两个主要目标：1）创建一套教授气候变化和基础化学的课堂活动; 2）利用对学生话语的分析为活动的修订提供信息，从而促进科学概念的发展和对相关社会经济和环境问题的实质性讨论。气候变化活动正在使用POGIL模式制定，该模式使用一个学习周期，旨在指导学生从概念探索到概念理解。一个由五名成员组成的创作团队在夏季研讨会期间开会编写活动。所有12项活动都在几个不同机构的教室和各种课程中进行了测试。最初实现的反馈将在第二个夏季的第二次创作研讨会上进行修订。第二年的课堂测试为另一个改进周期提供了额外的反馈。在整个项目中，教室录像调查学生讨论使用图尔明论证框架（索赔，数据和认股权证，加上支持和/或反驳）。从这种分析中获得的信息用于改进活动，以更好地支持学生在科学主张和社会科学主张的背景下进行强有力的论证。智力优势。加强气候变化教育是一项重要的国家目标。高影响力的教学策略，涉及基于小组的学习，频繁的反馈，并在任务上的时间正在与现实世界的气候变化的内容，通过一个学习过程中的背景下的一个显着的身体。对录像的分析确保了课程产品促进科学素养的一个关键方面。更广泛的影响。气候变化教育是国家科学基金会和国家目前的优先事项。这些活动有助于使一年级学生利用促进学生学习的高影响力课堂做法学习气候变化。该项目的定位是利用现有国家网络的资源，包括POGIL社区（www.example.com），以广泛传播成果。在项目小组中纳入一名社区学院教员，增加了这些材料满足这些机构教授的化学课程需要的机会。

This project is developing twelve climate change activities for use by first-year college students in chemistry courses designed for science majors. The project has two primary objectives: 1) to create a set of classroom activities for teaching climate change and the underlying chemistry and 2) to use the analysis of student discourse to inform revisions of the activities so that they promote both the development of scientific concepts and substantive discussion of related socio-economic and environmental issues. The climate change activities are being developed using the POGIL model, which uses a learning cycle designed to guide students from concept exploration to concept understanding. A five-member authoring team meets during a summer workshop to write the activities. All twelve activities are tested in classrooms at several different institutions and in a variety of courses. The feedback from the initial implementations informs revisions at a second authoring workshop the following summer. A second year of classroom testing provides additional feedback for another cycle of refinement. Throughout the project, classrooms are videotaped to investigate student discussions using the Toulmin argumentation framework (claims, data, and warrants, plus backings and/or rebuttals). The information obtained from this analysis is used to refine the activities to better support robust student argumentation in the context of both scientific claims and socio-scientific claims. Intellectual Merit. Enhancing climate change education is an important national goal. The high-impact pedagogical strategy involving group-based learning, frequent feedback, and time on task is being linked with a significant body of real-world content on climate change through a process of learning-in-context. The analysis of video recordings ensures that the curricular products promote a key aspect of scientific literacy. Broader Impact. Climate change education is a current priority both of the National Science Foundation and of the nation. The activities are useful to engage first-year students in learning about climate change using high-impact classroom practices that foster student learning. The project is positioned to draw on the resources of existing national networks, including the POGIL community (www.pogil.org) to widely disseminate the results. The inclusion of a community college faculty member on the project team enhances the chances that the materials are meeting the needs of chemistry courses being taught in these institutions.