Future Earth advancing civic understanding of the anthropocene 1st Edition by Diana Dalbotten, Gillian Roehrig, Patrick Hamilton 1118854306 9781118854280

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ISBN 10: 1118854306 

ISBN 13: 9781118854280

Author: Diana Dalbotten, Gillian Roehrig, Patrick Hamilton

Earth now is dominated by both biogeophysical and anthropogenic processes, as represented in these two images from a simulation of aerosols. Dust (red) from the Sahara sweeps west across the Atlantic Ocean. Sea salt (blue) rises into the atmosphere from winds over the North Atlantic and from a tropical cyclone in the Indian Ocean. Organic and black carbon (green) from biomass burning is notable over the Amazon and Southeast Asia. Plumes of sulfate (white) from fossil fuel burning are particularly prominent over northeastern North America and East Asia. If present trends of dust emissions and fossil fuel burning continues in what we call the Anthropocene epoch, then we could experience high atmospheric CO2 levels leading to unusual warming rarely experienced in Earth’s history. This book focuses on human influences on land, ocean, and the atmosphere, to determine if human activities are operating within or beyond the safe zones of our planet’s biological, chemical, and physical systems. Volume highlights include: • Assessment of civic understanding of Earth and its future • Understanding the role of undergraduate geoscience research and community-driven research on the Anthropocene • Effective communication of science to a broader audience that would include the public, the K-12 science community, or populations underrepresented in the sciences • Public outreach on climate education, geoscience alliance, and scientific reasoning Future Earth is a valuable practical guide for scientists from all disciplines including geoscientists, museum curators, science educators, and public policy makers. This volume was made possible with the support of the National Science Foundation through the National Center for Earth-surface Dynamics (EAR-0120914) and the Future Earth Initiative (DRL-0741760). Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Table of contents:

1 Welcome to the Anthropocene

1.1. THE ANTHROPOCENE AND LAND

1.2. THE ANTRHOPOCENE AND THE OCEAN

1.3. THE ANTHROPOCENE AND THE ATMOSPHERE

1.4. THE ANTHROPOCENE AND HUMANITY

1.5. THE RACE IS ON

REFERENCES

2 The Anthropocene and the Framework for K–12 Science Education

2.1. INTRODUCTION

2.2. THE GENESIS AND GROUNDING OF THE FRAMEWORK

2.3. OVERALL GOAL

2.4. CRITICAL FRAMEWORK ELEMENTS

2.5. RECOMMENDATIONS FOR DESIGNING STANDARDS AND CURRICULUM

2.6. CONCLUSION

REFERENCES

3 Teacher Professional Development in the Anthropocene

3.1. TEACHER PROFESSIONAL DEVELOPMENT

3.2. EXAMPLES OF TEACHER PROFESSIONAL DEVELOPMENT PROGRAMS

3.3. CONNECTING GEOSCIENTISTS AND EDUCATORS

3.4. ACKNOWLEDGMENTS

REFERENCES

4 Climate Literacy and Scientific Reasoning

4.1. WHAT IS SCIENTIFIC REASONING?

4.2. WHY IS SCIENTIFIC REASONING IMPORTANT IN CLIMATE CHANGE EDUCATION?

4.3. HOW CAN APPLYING SCIENTIFIC REASONING ENHANCE CLIMATE LITERACY?

4.4. CONCLUSIONS

REFERENCES

5 Evaluation and Assessment of Civic Understanding of Planet Earth

5.1. DEFINING EVALUATION AND ASSESSMENT

5.2. THE IMPORTANCE OF EVALUATION AND ASSESSMENT FOR CIVIC UNDERSTANDING INITIATIVES

5.3. COGNITIVE, AFFECTIVE, AND BEHAVIORAL CONSIDERATIONS

5.4. A BRIEF REVIEW OF ASSESSMENT INSTRUMENT TYPES

5.5. CURRENT ASSESSMENT PRACTICES IN GEOSCIENCE EDUCATION

5.6. RECOMMENDATIONS FOR ASSESSMENT BEST PRACTICES

5.7. AGENDA FOR FUTURE ASSESSMENT EFFORTS

REFERENCES

6 Community-Driven Research in the Anthropocene

6.1. INTRODUCTION

6.2. MIND THE GAP

6.3. CLOSING THE GAP

6.4. COMMON ELEMENTS OF COMMUNITY-DRIVEN SCIENCE

6.5. A FEW EXAMPLES

6.6. CONCLUSION

6.7. EPILOGUE

REFERENCES

7 Geoscience Alliance

7.1. THE GEOSCIENCE ALLIANCE

7.2. UNDERREPRESENTATION OF NATIVE AMERICANS IN THE GEOSCIENCES

7.3. GEOSCIENCE ALLIANCE GOALS

7.4. BACKGROUND OF THE GEOSCIENCE ALLIANCE

7.5. THE GEOSCIENCE ALLIANCE NATIONAL CONFERENCES

7.6. INCORPORATING TRADITIONAL KNOWLEDGE IN GEOSCIENCE EDUCATION

7.7. REMOVING BARRIERS TO BROADENING PARTICIPATION IN UNDERGRADUATE AND GRADUATE EDUCATION

7.8. CULTURALLY APPROPRIATE, NATIVE-FOCUSED ASSESSMENT AND EVALUATION FOR THE GEOSCIENCES

7.9. CONTINUING ISSUES

7.10. FUTURE OF THE GEOSCIENCE ALLIANCE

REFERENCES

8 New Voices

8.1. CONSIDERATIONS FOR PLANNING AN INCLUSIVE UNDERGRADUATE RESEARCH OPPORTUNITY PROGRAM

8.2. TEACHING STUDENTS ABOUT THE ANTHROPOCENE IN RESEARCH EXPERIENCES

8.3. THREE UNDERGRADUATE RESEARCH EXPERIENCES RELATED TO THE ANTHROPOCENE

REFERENCES

9 Shaping the Public Dialogue on Climate Change

9.1. PUBLIC UNDERSTANDING OF CLIMATE CHANGE

9.2. THE POTENTIAL OF INFORMAL SCIENCE EDUCATION

9.3. DEVELOPING A NATIONAL STRATEGY

9.4. THE NATIONAL NETWORK FOR OCEAN AND CLIMATE CHANGE INTERPRETATION

9.5. RESULTS TO DATE

9.6. LEGACY AND SUSTAINABILITY

9.7. ACKNOWLEDGMENTS

REFERENCES

10 Opportunities for Communicating Ocean Acidification to Visitors at Informal Science Education Institutions

10.1. METHODOLOGY

10.2. KEY FINDINGS

10.3. IMPLICATIONS FOR COMMUNICATING OCEAN ACIDIFICATION

10.4. CONCLUSION

REFERENCES

11 City-Wide Collaborations for Urban Climate Education

11.1. CITIES AND CLIMATE CHANGE

11.2. CLIMATE CHANGE EDUCATION AT THE CITY SCALE

11.3. CLIMATE AND URBAN SYSTEMS PARTNERSHIP

11.4. CURRENT PROGRESS AND FUTURE WORK OF CUSP

REFERENCES

12 On Bridging the Journalism/Science Divide

12.1. HARD NEWS … AND EXPLANATORY JOURNALISM

12.2. TIPS FOR SCIENTISTS IN WORKING WITH MEDIA

12.3. RESOURCES FOR SCIENTISTS IN DEALING WITH MEDIA AND VICE VERSA

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