Leading the way to climate justice in education | 360° VR video

Global climate is dramatically changing
as a result of human activity. We see a lot of evidence of this just as in our
daily lives and in the news. Many science teachers haven’t had a chance to learn
about how to teach climate change in their science classrooms. We need to
build communities that can support educators to learn how to engage
students in making sense of phenomena in the local community and connect that to
global patterns we see all over. In Washington state, a unique statewide
initiative’s unfolding called Clime Time. The University of Washington College of
Education Institute for Science and Math Education is partnered with this
initiative to help coordinate the effort and to help build resources and capacity
to engage teachers in meaningful learning about teaching climate science
in classrooms. Within the Next Generation Science Standards, where we’re thinking about
engineering, we’re really thinking about solving problems, and we need our
students to become future problem solvers and to see themselves as someone
who’s capable of solving problems. As the teachers pour water around at different
locations in this workshop, they’re thinking about what is causing the
problem. We have this flooding happening in the garden area, but how is that
happening? Where’s the source of that water? Why is it ending up there? That
then is part of defining the problem of thinking about engineering. So, once we have
a well-defined problem, we know what success would look like, we know what
constraints and limitations are, what stakeholders desires might be, then we
can start to look at different possible solutions. We come back inside. When we
come back inside, then teachers are thinking about those criterion
constraints and looking at possible answers to this solution, and kids could
be doing that, too. Picking a solution that they feel like would be a really good
fit and using a model to see how that solution might look and how it might
function. They just think, “Okay, what did we do
wrong? How could we improve it? Was there a flaw in the design?” and then to walk
around and see what other people had done was a really cool learning
experiment. You make it personal to students and that they can play a part
in making something better, they do get engaged no matter how they feel they
fall within academics. I think it goes really well with our
environment around here. Pacific Northwest is very water focused, and we have huge issues related
to water so getting that lens to look at this type of curriculum, I think, is a
really important thing. It needs to be relevant to them. They need to have a
phenomena that they care about. Slow down and think. We want them to learn those
thinking skills not just information.

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