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Abstract: Improve Climate Change Literacy At Minority Institutions Through Problem-based
Published: Wednesday, February 26, 2014

Zhiming Yang, Harris Williams

Climate change is one of most popular topics in the U.S. Currently we are implementing our funded NASA climate change education grant entitled as “Preparing Science Educators with Climate Change Literacy through Problem-based Teaching and Learning”. This project aims to prepare underrepresented STEM (Science, Technology, Engineering and Mathematics) teachers that are competent for teaching the contents of the Earth, climate, and climate change. In this project, we first developed lectures, assignments, and lab exercises which are related to climate change and then applied those materials in courses which are usually selected by pre-service teachers after modification based on students’ evaluation. Also field visits to sites such as landfill and hog farm were provided to North Carolina Central University (NCCU) students in order to help them have better understanding on sources and amount of greenhouse gases emitted from human activities. In addition, summer interns are specifically trained to enhance and improve their knowledge and skills in climate change science. Those strategies have effectively improved climate change literacy of pre-service teachers at NCCU in spite of some challenges.

 

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