Developing a Climate Science Education Professional Development Program
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- Clare Beasley
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From this document you will learn the answers to the following questions:
What did Dan Shepardson do in 2011?
What did Dan Shepardson develop?
What did the Symposium on Data - Driven Approaches to Droughts call itself?
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1 Purdue University Purdue e-pubs 2011 Symposium on Data-Driven Approaches to Droughts Drought Research Initiative Network Developing a Climate Science Education Professional Development Program Dan Shepardson Purdue University, dshep@purdue.edu Follow this and additional works at: Part of the Science and Mathematics Education Commons, and the Teacher Education and Professional Development Commons Shepardson, Dan, "Developing a Climate Science Education Professional Development Program" (2011) Symposium on Data- Driven Approaches to Droughts. Paper 5. This document has been made available through Purdue e-pubs, a service of the Purdue University Libraries. Please contact epubs@purdue.edu for additional information.
2 Developing a Climate Science Educa4on Professional Development Program Dan Shepardson dshep@purdue.edu
3 Outline Developing a climate education network (team) and program Climate education challenges
4 Developing a Climate Science Professional Development Program Project Goals Goal 1. Develop a professional development program and tool kit for climate science Goal2. Implement professional development, using the tool kit (filed test and revise) Goal 3. Conduct a summer institute to prepare staff developers to use the professional development tool kit Goal 4. Establish the Climate Science Education network
5 Team Members Adam Baker, Meteorologist, National Weather Service, Indianapolis Mary Cutler, Naturalist, Tippecanoe County Parks and Recreation Dept. Mark Koschmann, Science Teacher, St. John s Lutheran School, MI Ted Leuenberger, Science Teacher, Benton Jr./Sr. High School, retired Han Schmitz, Extension Educator, Purdue University Jan Sneddon, Director, Indiana Earth Force and President, Environmental Education Association of Indiana Olivia Kellner, Graduate Student Dev Niyogi (CoPI)
6 Developing the Team (Program) Community Building a. Getting to know ourselves (Who are we?) b. Developing a common knowledge base (What do we need to know?) c. Developing a shared framework (What do we want people to know?) Strategic and Action Planning a. Developing a shared program (What do we want our program to look like?) b. Identifying resources and tools (What activities and resources do we need?) Practice and Revise a. What worked? What didn t work? Local Implementation Dissemination Assessment and Evaluation
7 Program Themes Climate System, Weather and Climate Earth Energy Budget, GHE and Greenhouse Gases, Carbon Cycle Global Warming, Climate Change, and Climate Variability Changes to the Climate System Tools, Monitoring, Models, and Data Sets Personal and Community Action
8 Challenge: Time and Complexity Time Complexity
9 Solu4on: Focus on Big Ideas/Key Concepts/Guiding Questions Link Abstract to Concrete Contextualize
10 Solu4on: Abstract Concrete
11 Challenge: Student Concep4ons
12 Solu4on: Climate System
13 Teachers (Adults ) Concep5ons of a Climate System
14 Challenge: Student Concep4ons Mental Model of the Greenhouse Effect Model 5. Sun s rays are bounced or reflected back and forth between the Earth s surface and greenhouse gases, heating the Earth (may or may not identify specific greenhouse gases) Model 4. Greenhouse gases trap the sun s rays, heating the Earth (may or may not identify specific greenhouse gases) Model 3. Greenhouse gases, but no heating mechanism, simply gases in the atmosphere Model 2. Greenhouse gases cause ozone depletion or formation causing the Earth to warm Model 1. Greenhouse for growing plants Totals (n=225) 30 (13%) 78 (35%) 38 (17%) 14 (6%) 65 (29%)
15 Challenge: Textbook Diagrams
16 Solu4on: Physical Model?
17 Challenge: Student Concep4ons Conception 1: The Hydrologic Cycle as Water Storage, Transformation, and Transportation with multiple Pathways (27%) Conception 2: The Hydrologic Cycle as Water Storage and Transformation (36%) Conception 3: The Hydrologic Cycle as a Weather Event (27%) Conception 4: The Hydrologic Cycle as an Entity (10%)
18 Challenge: Textbook Diagram
19 Challenge: Experiencing Climate and Analyzing Data Ability to observe climate change Collect local weather data, but cannot monitor climate change due to time and scale issues We experience weather and often link it to climate change Data handling difficulties Distinguishing between description and interpretation Calculating and comparing means Making and Interpreting graphs
20 Solu4on: Weather and Data Indiana November Temperature National Climatic Data Center
21 Solu4on: Weather and Data Indiana November Precipita4on
22 Implica4ons: Drought Educa4on Build a Community/ Network Develop Strategic/ Action Plan What are the Educational Needs Review Drought Curriculum Identify Misconceptions
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