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Place Community and Biosphere - Power Point
- 1. Place, community, and biosphere:An overview of the TERC Life Science Initiative's climate education work Gilly Puttick*, Brian Drayton, TERC *presenter Funded (mostly) by the National Science Foundation
- 2. Introduction • Practicing scientistsin Ecology • Ecological perspective • Training and assumptions about ecosystems, systems thinking, complexity, etc. 2
- 3. Early work 1 •The Global Lab -The first network of schools using “telecommunication” -Making and sharing environmental measurements -Included a unit on measurements related to climate change 3
- 4. Early work 2 •Ecology: A systems approach - Adopted a systems approach to studying ecosystems - Placed issue of carbon cycling and climate change in the broad context of ecology and evolution 4
- 5. Biocomplexity and thehabitable planet - Year long capstone high school course - Built around cases local-to-global, focused on land use, resource use and conservation - Introduces new science 5
- 6. Biocomplexity NATURAL SYSTEMS SOCIAL CONTEXT Ecosystem Services Landscapes Couplednatural & human (CNH) systems • Spatial context and its structure and patterns • Ecosystem processes on which humans depend • Considering humans, their social institutions and behaviors as part of all ecosystems 6
- 7. Experiencing research firsthand… http://www.djc.com/news/en/11161687.html http://quest.nasa.gov/projects/spacewardbound/mojave2007/journals/images/allner17.jpg Local Unit 7
- 8. Use Real Dataas Evidence Existing Site vs. the 3 Scenarios Local Unit 8
- 9. Arctic Global Unit GIS Analysisof Arctic Sea Ice Extent over Time 9
- 10. Polar bear Bowhead Caribou LittleAuk Red Knot 10
- 11. New approaches? Theproblem • Science of climate change is complex • Learning about it is difficult - Results from Yale study group - Research findings from the classroom - Public discourse about climate change 11
- 12. New approach? Aconjecture • Learning about climate change is difficult because: - Science is abstract - Complex, diffuse and probabilistic causality (Grotzer) - Effects seem distant in space and time (Leiserowitz) - Science practices are unfamiliar (Osborne, Krajcik) - Learning is also influenced by emotional dimension (Saunders, Moser) • Therefore, we conjecture that a place-based approach can counter these difficulties 12
- 13. New approaches? • Stories •Local (New England) examples • The importance of Place 13
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- 16. GECCo Girls •Learn about energyconservation •Learn about climate change and their own connection to it •Take action by saving energy •“Tell the world” about why conservation is important 16
- 17. GECCo Theoretical framework: • Socialnorms • Conservation psychology • Theories of behavior change 17
- 18. Current projects • Placeidentity – A component of personal identity, a process by which, through interaction with places, people describe themselves in terms of belonging to a specific place. • Environmental identity – A sense of identity that transcends the individual and encompasses one’s place in an ecosystem 18
- 19. Climate Conversations • Communitiesas the agents of climate change education • Coordinated vision of climate change • Skills and insights of each sector 19
- 20. Climate Conversations •Cross-sector ClimateConversations •Work with communities with nature centers as “anchors” or “trusted messengers” -Build knowledge of climate change -Build educational capacity -Build social capital for community action •Conduct research on mechanisms and effectiveness via a focus on the microgenesis of ideas 20
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- 24. Building systems fromScratch • Affordances of student game design to learn about climate change • Early evidence: Students are - Motivated - Persistent - Learn about aspects of climate change 24
- 25. Building systems fromScratch Making games Systems Climate change 25
- 26. Results: – Young people(YP) pick up programming quickly – YP focus on subsystems in their game designs – YP articulate tacit knowledge about larger Earth systems when asked 26
- 27. Conclusion Project Audience SettingFeatures Biocomplexity High school students In school Climate change from “biocomplexity” perspective Biosphere and Climate Broad community spectrum Formal and informal Biotic impacts of climate change as driver of learning GECCo Elem and Middle school girls Informal Energy conservation and personal action The Climate Lab Middle school students In school Biotic impacts of climate change as driver of learning Climate Conversations Broad community spectrum Formal and informal place-identity, community as agent of education Innovate to Mitigate Middle and High school students Formal and informal Climate mitigation as driver of learning Scratch Middle school students Informal Drawing on participatory pedagogy 27
- 28. For more information pleasecontact Gilly Puttick: [email protected] Brian Drayton [email protected] www.terc.edu 28