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Secondary Science Teachers Use of Mo...

Carroll Steward, Kimberly N.

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Secondary Science Teachers Use of Models in Teaching and Learning about Earth's Climate.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Secondary Science Teachers Use of Models in Teaching and Learning about Earth's Climate./
Author:	Carroll Steward, Kimberly N.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	330 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
Subject:	Science education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29323013
ISBN:	9798841730316

Secondary Science Teachers Use of Models in Teaching and Learning about Earth's Climate.
Carroll Steward, Kimberly N.

Secondary Science Teachers Use of Models in Teaching and Learning about Earth's Climate. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 330 p.

Source: Dissertations Abstracts International, Volume: 84-03, Section: A.

Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2022.

Global climate change (GCC) presents unprecedented global concerns, notably food supply limitations, unsustainable use of natural resources, and widespread environmental degradation. The International Panel on Climate Change (IPCC) reports a 0.85 °C increase in global average temperatures between 1880 and 2018 and a 50% increase in global carbon dioxide emissions since 1990 (Stocker et al., 2018). As a result of the urgency of the situation, there is a strong emphasis on empowering citizens through outreach and education. There is a need to adequately prepare the next generation of scientists, politicians, business leaders, and other people; it is crucial to foster "climate literacy" among students (Climate Literacy Network [CLEAN], 2007). An individual possessing climate literacy can comprehend, communicate, and make informed judgments regarding the weather, climate, and its effects on their surroundings (United States Global Change Research Program [USGCRP], 2009). Here I describe findings from three related manuscripts exploring model-based teaching and learning of Earth's climate in secondary science classrooms in the mid-western United States. Chapter 1 provides a brief overview and outline of this dissertation; Chapter 2 presents findings from a concurrent mixed method, multiple-case study of four secondary science teachers' implementation of a model-centric climate curriculum module grounded in the use of a data-driven, computer-based climate modeling tool, Chapter 3, is a longitudinal examination seeking to establish how two secondary science teachers learn and adapt a model-based climate curriculum to support students' learning about Earth's climate and global climate change, in Chapter 4 the integration of a cloud-based global climate model into the teaching of Earth climate observed as it related to student learning outcomes within a secondary science classroom. Finally, in Chapter 5, I provide a brief conclusion of the findings and areas for future research.

ISBN: 9798841730316Subjects--Topical Terms:

521340
Science education.
Subjects--Index Terms:

Climate education

Secondary Science Teachers Use of Models in Teaching and Learning about Earth's Climate.
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500 $a Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
500 $a Advisor: Gosselin, David.
502 $a Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2022.
520 $a Global climate change (GCC) presents unprecedented global concerns, notably food supply limitations, unsustainable use of natural resources, and widespread environmental degradation. The International Panel on Climate Change (IPCC) reports a 0.85 °C increase in global average temperatures between 1880 and 2018 and a 50% increase in global carbon dioxide emissions since 1990 (Stocker et al., 2018). As a result of the urgency of the situation, there is a strong emphasis on empowering citizens through outreach and education. There is a need to adequately prepare the next generation of scientists, politicians, business leaders, and other people; it is crucial to foster "climate literacy" among students (Climate Literacy Network [CLEAN], 2007). An individual possessing climate literacy can comprehend, communicate, and make informed judgments regarding the weather, climate, and its effects on their surroundings (United States Global Change Research Program [USGCRP], 2009). Here I describe findings from three related manuscripts exploring model-based teaching and learning of Earth's climate in secondary science classrooms in the mid-western United States. Chapter 1 provides a brief overview and outline of this dissertation; Chapter 2 presents findings from a concurrent mixed method, multiple-case study of four secondary science teachers' implementation of a model-centric climate curriculum module grounded in the use of a data-driven, computer-based climate modeling tool, Chapter 3, is a longitudinal examination seeking to establish how two secondary science teachers learn and adapt a model-based climate curriculum to support students' learning about Earth's climate and global climate change, in Chapter 4 the integration of a cloud-based global climate model into the teaching of Earth climate observed as it related to student learning outcomes within a secondary science classroom. Finally, in Chapter 5, I provide a brief conclusion of the findings and areas for future research.
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