Climate change is occurring, is very likely caused by human
activities, and poses significant risks for a broad range of human
and natural systems. Each additional ton of greenhouse gases
emitted commits us to further change and greater risks. In the
judgment of the Committee on America's Climate Choices, the
environmental, economic, and humanitarian risks of climate change
indicate a pressing need for substantial action to limit the
magnitude of climate change and to prepare to adapt to its impacts.
A principal message from the recent National Research Council
report, America's Climate Choices, this brief summary of how
climate change will shape many aspects of life in the foreseeable
future emphasizes the vital importance of preparation for these
changes. The report points to the importance of formal and informal
education in supporting the public's understanding of those
challenges climate change will bring, and in preparing current and
future generations to act to limit the magnitude of climate change
and respond to those challenges. Recognizing both the urgency and
the difficulty of climate change education, the National Research
Council, with support from the National Science Foundation, formed
the Climate Change Education Roundtable. The roundtable brings
together federal agency representatives with diverse experts and
practitioners in the physical and natural sciences, social
sciences, learning sciences, environmental education, education
policy, extension education and outreach, resource management, and
public policy to engage in discussion and explore educational
strategies for addressing climate change. Two workshops were held
to survey the landscape of climate change education. The first
explored the goals for climate change education for various target
audiences. The second workshop, which is the focus of this summary,
was held on August 31 and September 1, 2011, and focused on the
teaching and learning of climate change and climate science in
formal education settings, from kindergarten through the first two
years of college (K-14). This workshop, based on an already
articulated need to teach climate change education, provided a
forum for discussion of the evidence from research and practice.
The goal of this workshop was to raise and explore complex
questions around climate change education, and to address the
current status of climate change education in grade K-14 of the
formal education system by facilitating discussion between expert
researchers and practitioners in complementary fields, such as
education policy, teacher professional development, learning and
cognitive science, K-12 and higher education administration,
instructional design, curriculum development, and climate science.
Climate Change Education in Formal Settings, K-14: A Workshop
Summary summarizes the two workshops. Table of Contents Front
Matter 1 Introduction 2 Student Understanding of Climate Change 3
Science Education Standards and Climate Change 4 Teacher
Understanding and Preparation 5 Innovations at the High School and
College Levels 6 Closing Discussion: Major Messages and Parting
Thoughts References Appendix A: Workshop Agenda and List of
Participants Appendix B: Climate Change Education Roundtable
Appendix C: Biographical Sketches of Presenters, Steering Committee
Members, and Staff
General
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