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Global Climate Change International Collaborations through STEM and EE Teddie Phillipson-Mower, UofL Laurie Henry, UK “…we are failing in our duties to the young, not least because we are failing to equip them to deal with the consequences of what we are leaving behind.” (David Orr, Earth in Mind, p. xiii) THE PROBLEM(S) Global problems requires global participation for solutions; Climate change is a global problem The US, China, and India account for the majority of the consumption and are the least cooperative A large percentage of the US public do not “believe” that climate change is happening, or if it is, it is a natural phenomena not anthropogenic, and that there is little scientific consensus. THE PROBLEM(S) The general public does not understand basic science concepts and what science is and how it is done (NOS) Continuation of outdated traditional delivery of knowledge (free from politicization and civic engagement) is a recipe for more of the same. PURPOSE To discuss the importance of educational policy in STEM and EE to move to a more global, international perspective to support a comprehensive understanding of the complexities of climate change. THE LANDSCAPE OF PUBLIC PERCEPTIONS Moser (2008) Public awareness of global warming 39% (1986); increasing through 1990s; ~80 (early 2000s), and 90% (2006) Variability across polls attributed to media related attention Little awareness of Kyoto Protocol and other policy through 2008 LANDSCAPE OF PUBLIC PERCEPTIONS Moser (2008) cont. US Public understanding of global warming few are confident that they understand the complexities 22% (2007 Gallop poll) stated they understood global warming issues “very well.” (highest % in polls) Questions designed to measure content show low understanding and many misconceptions. In the July 2007 poll, 57% stated global warming was mostly caused by human activities, 30% by natural causes and 12% from both. LANDSCAPE OF US PUBLIC PERCEPTIONS Scientific consensus (Moser, 2007) Significant variability in polls about consensus among scientists. Agreement with, “most scientists believe that global warming is occurring” was 28% in 1994 and 65% in 2006. Differences between scientists and non-scientists responders in the US are increasing (Strengthening of scientific evidence; increased efforts to instill doubt in general public by those who benefit; and media stories) LANDSCAPE OF US PUBLIC PERCEPTIONS Public concern about impacts Worry varies with media cycles of reporting and competition 65% (2007 Gallop poll) worried “a great deal” and “a fair amount which was only 2% higher than in 1989. 62% (2006) answered “no” to, “Do you think that global warming will pose a threat to you or your way of life in your lifetime. Most people don’t see it as a personal threat in their lifetime. THE LANDSCAPE OF PUBLIC PERCEPTION US public support for public policy Favored an “act now” instead of a “wait and see” in 2008 after years of varied responses Economic strength and competing priorities are main factors. Favor action that does not involve personal costs (mandatory emission-limiting regulations, renewable energy source research, and incentives for energy purchases instead of tax increases and electricity DISPARATE TRENDS BETWEEN SCIENTISTS AND NON-SCIENTISTS (WEBER AND STERN, 2011) As scientists have accumulated evidence and strengthened their understanding of climate change, the public has become greatly divided (IPCC, 2007; National Research Council, 2010) In Pew Research Center poll (2009), 49% of nonscientists and 84% of scientists agreed with the statement, “the earth is getting warmer because of human activity such as burning of fossil fuel.” Since this time there is an even greater increase in this gap The Great Divide – Liberal/Conservative Democratic/Republicans •Different ways in which scientists and non scientists come to understand the natural world •Content understanding •What science is and how it is done. (Nature of Science) Scientists - methods that guard against over generalities and as much personal bias as possible. •Physical phenomena are complex and difficult to understand •Psychological factors – reliance on personal experience and anecdotal information. False mental models •Social factors - seek expert information from intermediary sources WHY? (WEBER AND STERN, 2011) Is Climate Change A Problem? World Bank (2010). Retrieved on July 12, 2011 from: http://blogs.worldbank.org/climatechange/who-earth-cares-about-climate-change Deal with climate change even if it means slower economic growth World Bank (2010). Retrieved on July 12, 2011 from: http://blogs.worldbank.org/climatechange/whoearth-cares-about-climate-change TEACHER PERSPECTIVES? Lederman et. al (2001) 1. Tentative 2. Subjective 3. Empirical 4. Socially and culturally embedded 5. Creative and imaginative There is a difference between 6. Scientific theory and law 7. Observation and inference Alchin (2011) Suggests an alternative to VNOS • Questions about current cases in the news • Scoring how “well informed” the response is (NOS) • From declarative statements to interpretive • Reframing from selective “list” to “Whole Science” NATURE OF SCIENCE GLOBAL (INTERNATIONAL) EDUCATION “Think globally. Act locally.” Five reasons why the local is globally important. (Orr, 2004) 1. We are inescapably place based “creatures” (landscape/mindscape) 2. Environmental movement grew out of efforts to protect a place 3. Problems that occur all over the world are not necessarily global problem – we need a locally relevant solution 4. “Purely a global focus” blurs real people living in real places 5. A global economy doesn’t have much of a chance to be environmentally sustainable THE PARTNERSHIP FOR 21ST CENTURY SKILLS (2009) EMPHASIZES THE FOLLOWING MAIN GOALS: Support professional learning communities that enable educators to collaborate, share best practices and integrate 21st century skills into classroom practice Enable students to learn in relevant, real world 21st century contexts (e.g. through project-based or other applied work) Support expanded community and international involvement in learning, both face-to-face and online www.p21.org NEW LITERACIES 21ST CENTURY LITERACIES Reading, writing and communicating within Internet-based environments Leu, Kinzer, Coiro, & Cammack, 2004 Lankshear & Knobel, 2004 Coiro, Knobel, Lankshear, & Leu, 2009 The Partnership for 21st Century Skills, 2006 FRAMEWORK FOR 21ST CENTURY SKILLS Critical Thinking & Problem Solving • • • • Communication & Collaboration • • Technology Team building 21st Century Themes • • • Reason effectively Use systems thinking Make judgments/decisions Solve problems Global Awareness Environmental Literacy Civic Literacy Social Responsibility RECOMMENDATIONS Preservice teacher education should include at least one course in interdisciplinary and research practices with training in teaching for critical evaluation and systems thinking (21st Century Skills) All undergraduates should receive training and experience in multiple investigations in which expectations go beyond a simple hypothesis. This has been shown to increase NOS understanding and intellectual and ethical development (Phillipson-Mower, 2005). This could be incorporated into a mandatory Sustainability 101 course as part of the core curriculum in higher education Incentives and training in higher education for faculty to co-develop, teach and assess interdisciplinary courses with service learning components. More emphasis on organismal biology, natural history, and ecological literacy to balance the current swing on the side of reductionism Inclusion of global perspective of the interconnectedness of local communities (local to global/global to local) Service – learning and other authentic participation opportunities offer psychological adjustment to what could be considered negative information as well as learning