High school climate education for a resilient future

在加利福尼亚州，迫切需要符合高中标准的材料，以支持气候科学与缓解和适应战略的整合。这项探索性研究旨在为高中教师设计、实施和测试气候科学和历史专业学习材料和经验。通过利用理解全球变化项目和加州历史-社会科学项目(CHSSP)现有的科学和历史-社会科学材料，该计划将开发课程规划工具和课程，以帮助教师将气候扫盲纳入他们的教学单位。其目标是为学生提供了解和应对与气候危机相关的社会和环境问题的知识。该项目团队由科学家、历史学家和教育工作者组成，将在面临干旱、野火、气温上升以及相关的社会、经济和健康挑战的地区工作。该项目将共同设计课程和专业发展(PD)，有70名高中教师和一个专业学习社区参与，在一个多样化的咨询委员会的监督下，为科学和历史--社会科学--气候变化学习经验编写材料和规划工具。该项目建立在现有研究的基础上，表明教授科学史和使用社会科学观点可以使学生参与与当地问题有关的有意义的学习经历。将在旧金山湾区为来自农村和城市社区的低收入和传统上代表性不足的学生提供服务的学区举办PD讲习班。由此产生的教学材料和PD录音将向全国教师在线提供。目前，气候变化通常作为一个单独的主题在K-12教育中教授，而不是整合到整个一年的学习中，以反映其与生态系统和人类社会的相互联系。这项研究试图回答的主要问题是：跨学科科学和历史气候变化PD如何支持教师将内容标准与人类活动和社会行动的必要性联系起来，将气候变化学习整合到整个学年？在与教师共同设计项目的基础上，这项研究将使用评估和调查工具来确定教师对气候危机、系统思维和科学本质的知识和态度。这项工作将扩大各种现有评估和调查工具的使用，以确定教师对气候危机、系统思维和科学本质的知识和态度。这些发现将为课程设计者和专业发展提供者提供指导，指导他们如何支持教师将气候变化融入科学和历史教学。探索研究预科-12项目(DRK-12)旨在通过研究和开发创新资源、模型和工具，显著提高预科-12年级学生和教师的科学、技术、工程和数学(STEM)的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和经验上的证明。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

In California, there is an urgent need for high school standards-aligned materials that support the integration of climate science and strategies for mitigation and adaptation. This exploratory study aims to design, implement, and test climate science and history professional learning materials and experiences for high school teachers. By leveraging existing science and history-social science materials from the Understanding Global Change Project and the California History-Social Science Project (CHSSP), the program will develop curricular planning tools and lessons to help teachers integrate climate literacy into their instructional units. The goal is to provide students with the knowledge to understand and respond to the social and environmental issues associated with the climate crisis. The project team, consisting of scientists, historians, and educators, will work in regions facing droughts, wildfires, rising temperatures, and the related social, economic, and health challenges. This project will co-design the curriculum and professional development (PD), involving 70 high school teachers and a Professional Learning Community, under the supervision of a diverse advisory board, developing materials and planning tools for science and history-social science climate change learning experiences. The project builds upon existing research suggesting that teaching the history of science and using a socio-scientific perspective can engage students in meaningful learning experiences related to local issues. PD workshops will be conducted in school districts serving low-income and traditionally underrepresented students from rural and urban communities in the San Francisco Bay Area. The resulting instructional materials and PD recordings will be made accessible online to teachers nationwide.Currently, climate change is often taught as a separate topic within K-12 education, rather than being integrated throughout year-long learning to reflect its interconnectedness with ecosystems and human society. The primary question this study seeks to answer is: How can interdisciplinary science and history climate change PD support teachers in connecting content standards to climate change caused by human activities and the need for societal action, integrating climate change learning throughout the academic year? Building on project co-design with teachers, the study will use assessment and survey tools to determine teacher knowledge and attitudes about the climate crisis, systems thinking, and the nature of science. This work will expand the use of various existing assessment and survey tools to determine teacher knowledge of and attitudes about the climate crisis, systems thinking, and the nature of science. The findings will provide guidance to curriculum designers and professional development providers on how to support teachers in embedding climate change across science and history instruction.The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.