Poster #40 - The Effects of Collaborative Action Research-Based Professional Development on the Teaching of Climate Science

• In Event: 35.081 - MTCC Poster Session Eight
  In Poster Session: 35.081-3 - Science Teaching and Learning SIG Poster Session

Abstract

This presentation reports on the use of extended action research-based professional development for climate change education to improve teachers’ pedagogy through extended professional development (PD) based on collaborative action research (CAR), which took place over the course of the 2017-2018 academic year; and to understand how and why the CAR-based PD did or did not result in the intended changes in pedagogy. We found by engaging teachers in CAR in which they exchange stories of practice, shared and tried out teaching ideas, and engaged in systematic inquiry, they changed their practice to incorporate discussion and argumentation, decreased their concern about the political aspects of GCC, and resulted in their teaching to be more place-based.

Authors

• Allan Feldman, University of South Florida

• Molly Nation, Florida Gulf Coast University

• Katie Laux, University of South Florida - Tampa