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Cultural Cognition and Educator Engagement in Climate Change
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PINEMAP Research Summary, June 2015. Authors: Kristen Kunkle and Martha Monroe. The results of an online survey distributed among science educators in five states suggest that worldview values and personal beliefs about climate change have a significant influence on respondents' intentions to support climate change education and preferred curriculum content. Despite their disagreements over the value and relevant content of climate change education, respondents of diverse perspectives agreed that climate change education can provide valuable opportunities to engage students in current issues. However, formal educators perceive limited ability to provide these opportunities given the time and curriculum constraints of the public education system.
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Measuring the Effectiveness of Educational Materials on Climate Change and Forests
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PINEMAP Research Summary, December 11, 2014. Authors: Christine Li and Martha Monroe. A formative evaluation of a new resource for secondary teachers, Southeastern Forests and Climate Change, was conducted in fall 2013. A total of 44 secondary science teachers used two to four activities and submitted feedback on their experiences. They believed the materials were appropriate for high school students and met the objectives. Using teacher feedback, the materials were revised to reduce confusion, additional explanations were added to help middle school teachers adapt the activities, systems thinking exercises and connections were added, and a new introductory activity was developed.
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Understanding Southeastern Science Teachers' Interest in Climate Change Education
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PINEMAP Research Summary, July 2012, Authors: M.C. Monroe, A. Oxarart, and R. Plate.
A survey of secondary science teachers in southeastern United States (n=746) suggests that a unit on climate change in life science and environmental science classes should connect science to students' lives with critical thinking and data analysis skills. Controversy over climate change can be addressed by presenting the data associated with various perspectives and discussing the nature of science.
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Addressing Climate Change through Biology Concepts
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PINEMAP Research Summary June 2013. Authors: S. Hall and M. Monroe.
An experimental test of a high school science activity suggests that connecting the biology concepts of the carbon cycle and carbon sequestration to climate change increases student interest and knowledge gain about those biological concepts. Students’ perception of parents’ attitude about climate change was significantly correlated with student attitude about climate change for two out of three groups.
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