Climate Change Professional Development in the Context of the Next Generation Science Standards: Design, Implementation, and Initial Outcomes

• In Event: 73.061 - Roundtable Session 32
  In Roundtable Session: 73.061-6 - Teacher and Teacher Education Research in Environmental Education

Abstract

This work examines the design, implementation, and initial outcomes of a year-long professional development (PD) program to prepare science educators in teaching about climate change in the context of the Next Generation Science Standards (NGSS). The program was designed using principles of effective PD. Data were collected from: educators’ reflections, surveys on educators’ implementation of lesson plans, and observation data from one PD case study teacher implementing his lesson plan. Findings indicate that a focus on the climate change science and modeling of theoretically driven pedagogical activities aligned with the topic improve educators’ knowledge and practice. Our findings support the need for high quality PD to support NGSS implementation and identify practical implications for educational researchers, practitioners and stakeholders.

Authors

• Nicole A. Shea, University of Delaware

• Chrystalla Mouza, University of Delaware

• Andrea Drewes, University of Delaware