ED31E:
Supporting K–12 Geoscience and Climate Education Through Teacher Professional Development I Posters


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Session ID#: 61645

Session Description:
K12 education, including classes at science centers, provides the best opportunities to engage students in sustained learning about geosciences and climate change, and support increased geoscience literacy and climate literacy among the public. However, few teachers and environmental educators have training or experience in teaching these topics. Academic and professional geoscience societies and partnerships of education and research organizations can provide preservice teacher education and professional development for inservice teachers and informal educators. This session will include successful models for sustaining K-12 geoscience and climate education through teacher professional development, including diverse formats from face-to-face workshops to online-only programs, and model programs that promote student learning.
Primary Convener:  Patricia Harcourt, University of Maryland Center for Environmental Science, Annapolis, MD, United States
Conveners:  Suzanne Metlay, Western Governors University, Teachers College, Salt Lake City, UT, United States, Frank Niepold III, NOAA Washington DC, Climate Program Office, Washington, United States and Sadredin C Moosavi, Geological Society of America, Boulder, CO, United States
Primary Liaison:  Sadredin C Moosavi, Geological Society of America, Boulder, CO, United States
Chairs:  Sadredin C Moosavi, Geological Society of America, Boulder, CO, United States and Patricia Harcourt, University of Maryland Center for Environmental Science, MADE CLEAR, Baltimore, MD, United States
OSPA Liaison:  Patricia Harcourt, University of Maryland Center for Environmental Science, MADE CLEAR, Baltimore, MD, United States
Co-Organized with:
Education, and Public Affairs

Proposed Co-Organized Session with:
  • GC - Global Environmental Change
  • NH - Natural Hazards
  • PA - Public Affairs
  • SI - Societal Impacts and Policy Sciences
Index Terms:

0805 Elementary and secondary education [EDUCATION]
0810 Post-secondary education [EDUCATION]
0825 Teaching methods [EDUCATION]
0830 Teacher training [EDUCATION]

Abstracts Submitted to this Session:

Elizabeth River Project's Learning Barge, Teaching River Resilience (401154)
Robin Rene' Dunbar, Elizabeth River Project, Portsmouth, VA, United States
Learning Together: Engaging Climate Scientists, K-12 teachers and Students in Climate Science through Arctic Plant Phenology (420356)
Heidi Steltzer, Iliff School of Theology, Denver, United States, Kristin Joivell, Juniata Valley School District, Alexandria, PA, United States, Cinda Murray, Northwestern High School, Albion, United States, Nell Elizabeth Herrmann, Blue Hill Consolidated School, Blue Hill, ME, United States, Kathleen Hill, Pennsylvania State University Main Campus, Center for Science and the Schools, University Park, PA, United States and Eric Post, University of California Davis, Wildlife, Fish, and Conservation Biology, Davis, CA, United States
The Arctic Plant Phenology Learning through Engaged Science (APPLES) program supports K-12 teachers to integrate science practices into climate science curriculum. (350442)
Kathleen Hill, Pennsylvania State University Main Campus, Center for Science and the Schools, University Park, PA, United States, Eric Post, University of California Davis, Wildlife, Fish, and Conservation Biology, Davis, CA, United States and Heidi Steltzer, Iliff School of Theology, Denver, United States
The Arrhenius Model of Climate Change as a Classroom Experiment (453992)
Steve M Easterbrook1, Alex Hurka2, Samantha Fassnacht2 and Soukayna Mouatadid2, (1)University of Toronto, Toronto, ON, Canada, (2)University of Toronto, Computer Science, Toronto, ON, Canada
Student Learning Outcomes Using Model-based Climate Literacy in Secondary Geo-Science Classrooms (381641)
Devarati Bhattacharya1, Cory Forbes1, Mark A. Chandler2 and Kimberly N Carroll-Steward3, (1)University of Nebraska Lincoln, School of Natural Resources, Lincoln, NE, United States, (2)CCSR / NASA GISS, Madison, WI, United States, (3)University of Nebraska-Lincoln, School of Natural Resources, Lincoln, United States
Involving student in research: the school-work interchange experience at Istituto Nazionale di Geofisica e Vulcanologia (INGV) (412982)
Giuliana D'Addezio, Istituto Nazionale di Geofisica e Vulcanologia, Rome, Italy and Stefania Amici, INGV National Institute of Geophysics and Volcanology, Rome, Italy
A blended learning model for teacher professional development in climate change (453251)
Patricia Harcourt, University of Maryland Center for Environmental Science, Annapolis, MD, United States

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