Using Climate Models to Learn About Global Climate Change: Investigating the Phenomenon of Increasing Surface Air Temperatures Using a Global Climate Modeling Approach

Autor/inn/en	Bhattacharya, Devarati; Steward, Kimberly Carroll; Chandler, Mark; Forbes, Cory
Titel	Using Climate Models to Learn About Global Climate Change: Investigating the Phenomenon of Increasing Surface Air Temperatures Using a Global Climate Modeling Approach
Quelle	In: Science Teacher, 88 (2020) 1, S.58-66 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Climate; Change; Science Education; Science Curriculum; Computer Assisted Instruction; Educational Technology; Teaching Methods; Secondary School Science; Scientific Concepts; Concept Formation; Science Activities; Computer Simulation + Suchen Sie Ihr Suchwort? Klima; Wandel; Naturwissenschaftliche Bildung; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Computergrafik; Computersimulation
Abstract	To enhance teaching and learning about Earth's climate and global climate change (GCC) in secondary science classrooms, the authors are engaged in a four-year, National Science Foundation (NSF)-funded project to develop, implement, and evaluate a new four-week curriculum module grounded in the use of a data-driven, computer-based climate modeling toolkit--EzGCM (see Forbes et al. 2020). Instructional approaches focused on investigations grounded in climate data have been successful in improving students' understanding of the global warming phenomenon, as well as the methods scientists use to develop the evidence (e.g., Holthius, Lotan, Saltzman, Mastrandrea, and Wild 2014). However, it is challenging to obtain, analyze, understand, and present large scientific data sets and complex computer models in the classroom. Tools such as EzGCM make modeling and big data more accessible to students and more appropriate for classroom teaching and learning. However, if not integrated meaningfully, students' interactions with these data and models remains superficial (Bowen and Rodger 2008). In this article, the authors describe their approach to using models to support students' reasoning about Earth's climate and GCC through the use of EzGCM. (ERIC).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01