The Teaching of Anthropogenic Climate Change and Earth Science via Technology-Enabled Inquiry Education

Autor/inn/en	Bush, Drew; Sieber, Renee; Seiler, Gale; Chandler, Mark
Titel	The Teaching of Anthropogenic Climate Change and Earth Science via Technology-Enabled Inquiry Education
Quelle	In: Journal of Geoscience Education, 64 (2016) 3, S.159-174 (16 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
DOI	10.5408/15-127
Schlagwörter	Climate; Earth Science; Curriculum Design; Science Curriculum; Instructional Design; Technology Uses in Education; Technology Integration; Partnerships in Education; Scientists; Educational Researchers; Inquiry; Science Process Skills; Critical Thinking; Skill Development; Scientific Methodology; Educational Games; Video Games; Visualization; Teaching Methods + Suchen Sie Ihr Suchwort? Klima; Earth sciences; Geowissenschaften; Lehrplangestaltung; Lesson concept; Lessonplan; Unterrichtsentwurf; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschulpartnerschaft; Scientist; Wissenschaftler; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Kritisches Denken; Kompetenzentwicklung; Qualifikationsentwicklung; Educational game; Lernspiel; Video game; Videospiel; Videospiele; Visualisation; Visualisierung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A gap has existed between the tools and processes of scientists working on anthropogenic global climate change (AGCC) and the technologies and curricula available to educators teaching the subject through student inquiry. Designing realistic scientific inquiry into AGCC poses a challenge because research on it relies on complex computer models, globally distributed data sets, and complex laboratory and data collection procedures. Here we examine efforts by the scientific community and educational researchers to design new curricula and technology that close this gap and impart robust AGCC and Earth Science understanding. We find technology-based teaching shows promise in promoting robust AGCC understandings if associated curricula address mitigating factors such as time constraints in incorporating technology and the need to support teachers implementing AGCC and Earth Science inquiry. We recommend the scientific community continue to collaborate with educational researchers to focus on developing those inquiry technologies and curricula that use realistic scientific processes from AGCC research and/or the methods for determining how human society should respond to global change. (As Provided).
Anmerkungen	National Association of Geoscience Teachers. Carleton College W-SERC, One North College Street, Northfield, MN 55057. Tel: 540-568-6675; Fax: 540-568-8058; e-mail: jge@jmu.edu; Website: http://nagt-jge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01