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Index
Cover
Half Title
Title Page
Copyright Page
Table of Contents
Preface
Section I Theoretical, Philosophical, and Conceptual Frameworks for Climate Change Education and Research
1 Teaching Climate Science as History
2 The Role of History and Nature of Science in Climate Change Teaching and Learning
3 System Thinking and Teaching in the Context of Climate System and Climate Change
4 Attending to Emotional Expressions about Climate Change: A Framework for Teaching and Learning
5 Using a Socioscientific Issues Framework for Climate Change Education: An Ecojustice Approach
Section II Research on Teaching and Learning about Global Warming and Climate Change
6 Students’ Conception of a Climate System: Implications for Teaching and Learning
7 Using Conceptual and Physical Models to Develop Students’ Mental Models of the Greenhouse Effect
8 Unpacking the Climate Change Performance Expectations in the Next Generation Science Standards
9 Fundamental Climate Literacy and the Promise of the Next Generation Science Standards
10 Supporting the Inclusion of Climate Change in U.S. Science Education Curricula by use of Learning Progressions
11 Climate Change as an Issue for Socio-Scientific Issues Teaching and Learning
12 “This Idea they have is Not Really to Me, Like, True”: How Seventh Grade Students Make Meaning of Scientific Arguments about the Impact of Global Warming on Tornadoes and Hurricanes
Section III Approaches to Professional Development and Classroom Practice
13 Using Next Generation Science Standards’ Crosscutting Concepts as a Tool for Climate Change and Citizenship Education
14 The Earth’s Energy Budget
15 Teaching Informed by Conceptual Difficulties with Understanding the Greenhouse Effect
16 Developing and Implementing a Climate Science Toolkit for Informal and Formal Educators
17 Adaptation of the Dynamics of Climate Toolkit for Informal and Formal Educators in the Local Community
18 Doubt and Denial as Challenges to, and in, Teaching Climate Change
About the Authors
Index
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