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