Climate change is a pressing societal challenge. It is also a pedagogical challenge and a worldwide phenomenon, whose local impacts vary across different locations. Climate change reflects global inequity; communities that contribute most to emissions have greater economic resources to shelter from its consequences, while the lowest emitters are most vulnerable. It is scientifically complex, and simultaneously evokes deep emotions. These overlapping issues call for new ways of science teaching that center personal, social, emotional, and historical dimensions of the crisis. In this article, we describe a middle school science curriculum approach that invites students to explore large-scale data sets and author their own data stories about climate change impacts and inequities by blending data and narrative texts. Students learn about climate change in ways that engage their personal and cultural connections to place; engage with complex causal relationships across multiple variables, time, and space; and voice their concerns and hopes for our climate futures. Connections to relevant science, data science, and literacy standards are outlined, along with relevant data sets and assessments.
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Community Gardens as Places for Ecological Caring in Action
Current and future Science, Technology, Engineering, Mathematics, and Medicine (STEMM) students must grapple with one of the most pressing scientific issues of the century: climate change. Teaching about climate change with our youngest learners requires preparation, and planting roots to foster growth, innovation, and sustainability. Building a community garden with elementary students is a way to act towards climate justice as it reminds us about how all living things are part of an interconnected system. This article describes a fifth-grade climate change action project that was part of a unit that aligns with the state science standards and the Next Generation Science Standards (NGSS), focused on how science learning can be used to protect the Earth’s resources and local environments. The anchoring phenomenon and lessons of the unit highlighted the annual migration of the monarch butterflies, a local endangered species and phenomenon. By planting milkweed in the garden, students learned about migration, life cycles, greenhouse gases, and the survival of monarch butterflies. This article provides educators with ideas and practical suggestions for building a garden and an overview of how the project can be implemented within a school community.
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- Award ID(s):
- 2142908
- PAR ID:
- 10498386
- Publisher / Repository:
- Taylor & Francis Online
- Date Published:
- Journal Name:
- Science and Children
- Volume:
- 61
- Issue:
- 2
- ISSN:
- 0036-8148
- Page Range / eLocation ID:
- 83 to 87
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Abstract Understanding the world around us is a growing necessity for the whole public, as citizens are required to make informed decisions in their everyday lives about complex issues. Systems thinking (ST) is a promising approach for developing solutions to various problems that society faces and has been acknowledged as a crosscutting concept that should be integrated across educational science disciplines. However, studies show that engaging students in ST is challenging, especially concerning aspects like change over time and feedback. Using computational system models and a system dynamics approach can support students in overcoming these challenges when making sense of complex phenomena. In this paper, we describe an empirical study that examines how 10th grade students engage in aspects of ST through computational system modeling as part of a Next Generation Science Standards-aligned project-based learning unit on chemical kinetics. We show students’ increased capacity to explain the underlying mechanism of the phenomenon in terms of change over time that goes beyond linear causal relationships. However, student models and their accompanying explanations were limited in scope as students did not address feedback mechanisms as part of their modeling and explanations. In addition, we describe specific challenges students encountered when evaluating and revising models. In particular, we show epistemological barriers to fruitful use of real-world data for model revision. Our findings provide insights into the opportunities of a system dynamics approach and the challenges that remain in supporting students to make sense of complex phenomena and nonlinear mechanisms.
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1080/00368148.2024.2315673
