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Enacting Systemic Climate Change Education: Maryland and Delaware Climate Change Education, Assessment and Research (MADE CLEAR) Research and Practice for a Changing Planet
Fri, April 8, 4:05 to 5:35pm, Marriott Marquis, Floor: Level Two, Marquis Salon 2Session Type: Symposium
Abstract
As the impacts of climate change become reality, engaging citizens in climate change education practices is of increasing importance. MADE CLEAR, a National Science Foundation funded project, is tasked with changing educational practice with diverse audiences and across a variety of contexts toward increased climate literacy. This session reports on how a multi-tiered, multi-state approach changes educational practice among formal K-12 classrooms, informal environmental education settings, and higher education practitioners and their institutions toward greater climate literacy, and in the Deweyian sense, toward a more responsible democracy. Our session addresses the climate change research gap in educational studies by highlighting findings from a systemic climate change education project working within and across diverse educational settings in the United States.
Sub Unit
Chairs
Papers
Examining Middle School Students' Thinking on Climate Change: An Earth History Perspective From a Maryland and Delaware Climate Change Education, Assessment and Research (MADE CLEAR) Classroom - Andrea Drewes, University of Delaware; Chrystalla Mouza, University of Delaware
Examining a Process for Developing a Learning Progression for Sea Level Rise in the Maryland and Delaware Climate Change Education, Assessment and Research (MADE CLEAR) Project - Wayne Breslyn, University of Maryland; J. Randy McGinnis, University of Maryland; Chris McDonald, University of Maryland - College Park; Emily E. Hestness, University of Maryland
Examining the Impact of an Informal Climate Change Education Community of Practice - Cathlyn D. Stylinski, University of Maryland; Sasha D. Palmquist, Institute for Learning Innovation; Joe Heimlich, Center of Science and Industry; Deborah Wasserman, Center of Science and Industry
Professional Development Across Communities of Practice: Using Lessons From K–12 Classrooms to Facilitate Preservice Teachers' Learning to Teach Climate Change - Asli Sezen, Towson University; Jane Wolfson, Towson University; Dana Veron, University of Delaware; Gulnihal Ozbay, Delaware State University; Rebecca F. Fox-Lykens, Shepherd University
Evaluation of Maryland and Delaware Climate Change Education, Assessment and Research (MADE CLEAR) - Joan L. Buttram, University of Delaware; Hilary Mead, University of Delaware