Peaches and Climate Change
Anchoring student learning in locally relevant problems and solutions: An example storyline from the Climate Education Pathways project
NSTA 2023 HANDS-ON WORKSHOP
Thursday, March 23 • 2:20 PM – 3:20 PM
Georgia World Congress Center – B304
Phenomenon-driven learning is becoming increasingly more central in science education since the release of the Framework for K-12 Science Education and NGSS. Most high-quality curriculum currently available are designed for widespread relevance. However, teaching content areas like climate change presents a unique problem because using phenomena with widespread relevance becomes disconnected from the real problems that students are experiencing in their communities now. As part of the Climate Education Pathways project, teachers co-design units with curriculum developers so that portions of the unit are grounded in local phenomena, problems, and solutions. In this session, participants will 1) experience, in student hat, a localized anchoring phenomenon designed for students in the southeast U.S., 2) reflect on the storyline that unfolds from this anchoring experience and consider the benefits and trade-offs of localizing a unit in terms of student learning and perceived relevance.
Anchoring student learning in local phenomena and problems can tap into students’ interest and perceived relevance of science learning to their life and community. A storyline based on local problems also position students to for meaningful activities for future learning and taking action now.
Enya Granados (Ms., GA), Audrey Mohan (BSCS Science Learning: Colorado Springs, CO), Lindsey Mohan (BSCS Science Learning: Colorado Springs, CO),