Grappling with Global Change:

The Pedagogical Challenge of the 21st Century

McCaffrey, M., Berbeco, M. (National Center for Science Education),

White, L. (UC Berkeley Museum of Paleontology), Stuhlsatz, M. (BSCS)

Planetary Boundaries

Source: IGBP-modified from Rockström et al. (2009).

• Launched in 2004 as collaboration between UC Museum of Paleontology and NCSE

• Averages 1.3 million page accesses a month during school year• 5,000 to 15,000 page requests per month for Evolution in the

News

Understanding Global Change

what we know and how we know it

http://evolution.berkeley.edu/

http://undsci.berkeley.edu/

In development- Launch of 2015

Global Change 101Defining what is meant by global changeDescribing past and present global changeExamine how human activities have

become a "force of nature” impacting Earth's spheres and systems.

• Resulting biotic impact and responses

• Measuring and identifying causes of global change.

• A comparison of rates of change through time.

• How we know what we know.

The Resource Library

Engaging interactives for multiple audiences

Research profiles on scientists engaged in global change research

Stories that provide a human dimension and help demystify the research process

SF Rocks

Charles MarshallMinda Berbeco

Timeline

Needs assessment (2013) Advisory board meetings (2013)

Development of website(2013-15) Workshop- Understanding Global Change (2014)

Summative evaluation (2015) Dissemination (2015)

Needs Assessment

24%

43%

6%

12%

16%

Professional Level

Middle School

High School

2-year College

4-year College

Informal Science

Middle School

High School

2-year college

4-year college

0%

20%

40%

60%

80%

100%

Subject Areas TaughtPhysicsChemistryEnvironmentalEarth SciencesBiologyGeneral

6%

19%

23%

16%

14%

23%

How long have you held your current position?

One year or less

2-5 years

6-10 years

11-15 years

15-20 years

Over 20 years

Over half +10 years in current position

20%

10%

24%

21%

25%

What materials do you use to teach about global change or climate change?

Textbooks Other Books Videos Articles Websites

0% 50% 100%

How often do you use the internet to access teaching resources?

Not at all

One to Two times a year

Once a month

Every few weeks

Once a week

Once a day or more

Informal Education

Four-YearColleges

Two-YearColleges

High School

Middle School

Climat

e or

Atm

osph

ere

Oce

ans

Fre

sh W

ater

Ter

rest

rial

Arc

tic

Urb

an E

nviro

nmen

ts

Bio

dive

rsity

0%10%20%30%40%50%60%70%80%90%

100%

Climate or Atmosphere

Oceans Fresh Water

Terrestrial Arctic Urban Biodiversity

Did your professional development on Global Change include the following?

0%

20%

40%

60%

80%

100%

After professional development, did your confidence increase?

Climate or Atmosphere

Oceans Fresh Water

Terrestrial Arctic Urban Biodiversity

0%

5%

10%

15%

20%

25%

30%

Who has encouraged you to NOT teach about climate change?

Parents Students Administrators OtherTeachers

CommunityMembers

Only 9.8% report being encouraged NOT to teach about climate change

Middle School

High School

Two & Four-year colleges

Informal Science

0% 50% 100%

Who has encouraged you to NOT teach about climate change?

Parents

Students

Administrators

Other Teachers

Community Members

0%

5%

10%

15%

20%

25%

30%

Who has encouraged you to teach "both sides“?

Parents Students Administrators OtherTeachers

CommunityMembers

Middle School

High School

Two & Four-year colleges

Informal Science

0% 50% 100%

Did any of these groups encourage you to "teach both sides" of the climate change issue? If so, which ones?

ParentsStudentsAdministratorsOther TeachersCommunity Members

29%

21%

31%

20%

What would help you to teach more effectively about global change?

Increasing Content Knowledge

Learning teaching Strategies

Learning about teaching resources

A community network to share ideas

Middle School

High School

2-year College

4-year College

Informal Education

0% 50% 100%

What would help you to teach more effectively about global change?

Increasing Content Knowledge

Learning teaching Strategies

Learning about teaching resources

A community network to share ideas

0% 50% 100%

How important do you think it is for students to learn about climate

change?Not important

A little important

Somewhat important

Important

Very Important

Informal Education

Four-YearColleges

Two-YearColleges

High School

Middle School

0% 50% 100%

How important do you think it is for students to learn about global change?

Not important

A little important

Somewhat important

Important

Very Important

Informal Education

Four-YearColleges

Two-YearColleges

High School

Middle School

0% 50% 100%

My students are interested in environmental impacts that occur at the local level.

Strongly Disagree

Disagree

Somewhat Disagree

Somewhat Agree

Agree

Strongly Agree

Informal Education

Four-YearColleges

Two-YearColleges

High School

Middle School

0% 50% 100%

My students are interested in learning about so-lutions or responses to human impacts on earth

systems.

Strongly Disagree

Disagree

Somewhat Disagree

Somewhat Agree

Agree

Strongly Agree

Informal Education

Four-YearColleges

Two-YearColleges

High School

Middle School

Observations Interest is strong in global change topics but

content knowledge often lacking. Presenting “both sides” is less prevalent than

prior surveys but still an issue. Some teachers themselves doubt climate

change or are concerned that it is highly politicized.

Plenty of work to be done!

Understanding Global Change

what we know and how we know it