Dinosaurs, Denver and Climate Change (D2C2): ECO-Opportunity Project

D2C2(恐龙、丹佛和气候变化)是一项第一轨道概念验证提案，它利用对恐龙和化石的了解作为代表不足的年轻人学习地质学和气候变化的纽带，并让他们参与基于社区的绿色项目。拟议的项目为缺乏服务的青年提供资源，通过科罗拉多州和怀俄明州的自然资源直接体验地球科学，参加为期六周的包含实地和课堂体验的星期六暑期学校。包括非裔美国人和拉美裔教堂在内的以茎为基础和以社区为基础的合作伙伴将在非正式环境中合作，向非洲裔美国人和拉美裔/o青年提供以地方为基础的教学方法，以促进公众对地球科学系统(ESS)的识字。项目组正在应用以地点为基础的教学法来培养科学和数学素养，并在服务不足的社区增加绿地。学生通过探索历史数据从事以地点为基础的科学。使用这种批判性的教学方法，使学生能够从事地球科学和绿色能源保护之间的边界跨越。青年还利用从实地地质学课程中学到的科学过程技能参与绿色项目，这些项目将支持当地社区，并向公众宣传气候变化。这种接触使学生能够利用历史和当代地球科学知识将社区福祉与背景联系起来。通过这种方式，未被充分代表的少数民族学生也利用了他们所在社区的文化资本。该项目的重点是通过(1)提高中学(及以上)非正式地球科学教育的质量；(2)鼓励和促进地球科学家参与加强STEM教育的努力；(3)向公众宣传地球科学的重要性，提高公众对ESS的认识，从而提高公众对地球科学及其相关性的理解。

D2C2 (Dinosaurs Denver and Climate Change) is a Track 1 Proof-of-Concept proposal that uses learning about dinosaurs and fossils as the hook for underrepresented youth to learn about geology and climate change and to engage them in green community-based projects. The proposed project provides the resources for underserved youth to learn about geoscience by directly experiencing it through Colorado's and Wyoming's natural resources, through participation in six-week Saturday Summer Academies that incorporate both field- and classroom-based experiences. STEM-based and community-based partners, which include African American and Latino churches, will collaborate in informal settings to provide African-American and Latina/o youth with place-based pedagogy to advance public Earth science system (ESS) literacy. The project team is applying place-based pedagogy to develop science and mathematics literacy and to increase green space in underserved communities. Students engage in place-based science by exploring historical data. Use of this critical pedagogy enables students to engage in border-crossing between geoscience and green energy conservation. Youth also use science process skills learned from a field-based geology course to engage in green projects that will sustain local communities and inform the public about climate change. This kind of engagement allows students to contextualize community well-being using both historical and contemporary geoscience knowledge. In this way, underrepresented minority students also tap the cultural capital of their communities. The project is focused on increasing public understanding of ESS and its relevance by (1) improving the quality of informal geoscience education at the secondary level (and beyond); (2) encouraging and facilitating the engagement of geoscientists in efforts to strengthen STEM education; and (3) communicating the importance of the geosciences to the public and increasing public literacy regarding ESS.