Weather, Climate, Web 2.0: 21st Century Students Speak Climate Science Well
Cheryl White Sundberg
Ronin Institute Research Scholar
Teresa Kennedy
University of Texas at Tyler
Michael R.L. Odell
University of Texas at Tyler
Abstract
Problem-based learning (PBL) and inquiry learning (IL) employ extensive scaffolding that results in cognitive load reduction and allows students to learn in complex domains. Hybrid teacher professional development models (PDM) using 21st century social collaboration tools embedding PBL and IL shows promise as a systemic approach for increasing teacher content knowledge of climate science and ubiquitous social media technology skills. This paper describes workshops designed to increase the climate pedagogical content knowledge (CPCK) of upper elementary and secondary teachers while providing initial and on-going scaffolding for successful implementation of PBL projects involving collaborative research on local, regional and global climate topics. Exemplars of participation by the K-12 students in the citizen scientist component of the “From Learning to Research” project (L2R) are described, including illustrations of recognition by local and global community members regarding students’ contributions to reducing anthropomorphic impact on local ecosystems.
About the Author(s)...
Cheryl White Sundberg, Ronin Institute Research Scholar, is an independent scholar with a substantial portion of her current scholarship centered on the use of Web 2.0 to facilitate science learning at all levels. Her research interests include: interactive online teaching, teaching with emerging technology, and science teaching. E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.
Teresa Kennedy is a Professor of Bilingual/ELL/STEM Education at the University of Texas at Tyler. Her research interests include: online teaching and learning; content-based second language teaching and learning focused on science, mathematics and social studies; brain research in relation to second language acquisition and bilingualism; and Earth science, space science and engineering education. E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.
Michael R.L. Odell serves as the Roosth Chair in Education specializing in Earth Systems Science education and project evaluation at the University of Texas at Tyler. His research interests include: innovation in STEM education, online learning, and project evaluation. E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.
