Climate Education & Field-Based Investigations

• In Event: How Data Science Education Can Enable Exploration of Real World Phenomena

Abstract

Objective
This professional development (PD) session equips educators with tools to facilitate student-centered, hands-on climate change investigations using field-based research. Objectives include: (1) training teachers to conduct a Landscape Resilience Survey measuring surface temperature variance and land use impacts; (2) administering a Community Resilience Survey to assess local climate concerns and trust in adaptation efforts (Moser, 2016); (3) using ArcGIS to map data and create StoryMaps; and (4) developing replicable lesson plans for student-led field investigations. The session aligns with NGSS and Climate Literacy Principles, fostering experiential learning, data literacy, and community engagement.


Theoretical Framework
The PD integrates place-based education (Gruenewald, 2003) and inquiry-based learning, connecting climate science to local contexts. It employs experiential learning (Kolb, 1984), where teachers model student investigations through field research, and Community Science (Bonney et al., 2009), involving real-world data collection. Systems Thinking (Meadows, 2008) is used to analyze climate impacts through landscape and social surveys, emphasizing interconnected resilience factors.


Methodology
Teachers engage in field research grounded in place-based education (Gruenewald, 2003), measuring surface temperature variations between permeable (e.g., grass) and impermeable surfaces (e.g., pavement) using infrared thermometers, informed by urban heat island studies (Stone, 2012). Teachers conduct geospatial analysis to visualize the developmental impacts of land use via ArcGIS Field Maps, analyzing vegetation cover, urbanization, and flood risks to depict climate vulnerability. Community surveys assess resident concerns (e.g., flooding, heat) and trust in adaptation efforts (Moser, 2016), fostering culturally responsive education. Teachers synthesize findings into ArcGIS StoryMaps, combining temperature data, land use analysis, and community perspectives into an interactive narrative—the blending of data and narratives to model student communication of place-based climate science.


Data Sources
Primary data includes temperature readings, survey responses, and geospatial records. Secondary data (e.g., NOAA sea-level rise projections, municipal resilience plans) contextualizes findings. Tools like infrared thermometers, ArcGIS online, and survey templates enhance technical skills and scientific rigor.


Results and Conclusions
Pilot data reveals urban heat island effects, with impermeable surfaces recording higher temperatures than green spaces (EPA, 2021). Community surveys highlight climate justice gaps, such as uneven adaptation access (Hardy et al., 2017). Field-based learning boosts student engagement and climate literacy (Monroe et al., 2019), while StoryMaps transform data into actionable narratives. This approach empowers educators to replicate investigations, fostering climate-literate students prepared to address local challenges.


Significance
The PD bridges climate science and pedagogy, advancing public participation in science (Shirk et al., 2012) and community-engaged resilience planning (Berkes & Ross, 2013). By merging field research with storytelling, it fosters actionable, evidence-based climate education.

Authors

• Venicia Ferrell, Old Dominion University

• Alexis Tharpe, Old Dominion University