Chapter 2 - Additional Teacher Resources

• Access the NGSS standards by topic - Bit.ly/NGSSTOPIC
  
• Free download of The Teacher Friendly Guide to Climate Change - Bit.ly/PRITFG
  
• Learn more about achieving climate and environmental stability - Bit.ly/BigCCReport
  
• Learn more about climate change in the NGSS - Bit.ly/NGSSGCC
  
• Learn more about Ron Finley and his work - Bit.ly/RonFinleyRB
  
• MADE CLEAR’s outline of climate science in NGSS - Bit.ly/MADECLEARGCC
  
• Read more about NOAA’s Climate Change Principles - Bit.ly/CCNOAA
  
• Read more about The Socioscientific Issues Framework - Bit.ly/SSIFRAME
  
• Take a look at the 2020 US ACE Strategic Planning Framework - https://www.aceframework.us/

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Referenced Research in Chapter 2

• Bunten, R., & Dawson, V. (2014). Teaching climate change science in senior secondary school: Issues, barriers and opportunities. Teaching Science, 60(1), 10.
• Caranto, B. F., & Pitpitunge, A. D. (2015). Students’ Knowledge on Climate Change: Implications on Interdisciplinary Learning. In Biology Education and Research in a Changing Planet (pp. 21-30). Springer, Singapore.
• Carter, B. E., & Wiles, J. R. (2014). Scientific consensus and social controversy: exploring relationships between students’ conceptions of the nature of science, biological evolution, and global climate change. Evolution: education and outreach, 7(1), 6.
• Cook, J., Nuccitelli, D., Green, S. A., Richardson, M., Winkler, B., Painting, R., ... & Skuce, A. (2013). Quantifying the consensus on anthropogenic global warming in the scientific literature. Environmental research letters, 8(2), 024024.
• Hestness, E., McDonald, R. C., Breslyn, W., McGinnis, J. R., & Mouza, C. (2014). Science teacher professional development in climate change education informed by the next generation science standards. Journal of Geoscience Education, 62(3), 319-329.
• Hestness, E., Randy McGinnis, J., Riedinger, K., & Marbach-Ad, G. (2011). A study of teacher candidates’ experiences investigating global climate change within an elementary science methods course. Journal of Science Teacher Education, 22(4), 351-369.
• Hodson, D. (2003). Time for action: Science education for an alternative future. International Journal of Science Education, 25(6), 645-670.
• Holthuis, N., Lotan, R., Saltzman, J., Mastrandrea, M., & Wild, A. (2014). Supporting and Understanding Students' Epistemological Discourse About Climate Change. Journal of Geoscience Education, 62(3), 374-387.
• Khishfe, R., & Lederman, N. (2006). Teaching nature of science within a controversial topic: Integrated versus nonintegrated. Journal of research in science teaching, 43(4), 395-418.
• Kolstø, S. D. (2001). Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues. Science education, 85(3), 291-310.
• Lambert, J. L., & Bleicher, R. E. (2013). Climate change in the preservice teacher’s mind. Journal of Science Teacher Education, 24(6), 999-1022.
• Lee, H., Chang, H., Choi, K., Kim, S. W., & Zeidler, D. L. (2012). Developing character and values for global citizens: Analysis of pre-service science teachers’ moral reasoning on socioscientific issues. International Journal of Science Education, 34(6), 925-953.
• Leiserowitz, A., Maibach, E., Roser-Renouf, C., Rosenthal, S., & Cutler, M. (2017). Climate change in the American mind: May 2017. Yale University and George Mason University. New Haven, CT: Yale Program on Climate Change Communication.
• Matkins, J. J., & Bell, R. L. (2007). Awakening the scientist inside: Global climate change and the nature of science in an elementary science methods course. Journal of Science Teacher Education, 18(2), 137-163.
• McCaffrey, M. S. (2015). Climate smart & energy wise: advancing science literacy, knowledge, and know-how. Thousand Oaks, CA: Corwin.
• NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.
• Paas, L. and Goodman, D. (2016). Action for Climate Empowerment: Guidelines for Accelerating Solutions through Education, Training and Public Awareness. Paris and Bonn, United Nations Educational, Scientific and Cultural Organization and the Secretariat of the United Nations Convention on Climate Change, p. 2. Available at https://unfccc.int/sites/default/files/action_for_climate_empowerment_guidelines.pdf
• Plutzer, E., McCaffrey, M., Hannah, A. L., Rosenau, J., Berbeco, M., & Reid, A. H. (2016). Climate confusion among US teachers. Science, 351(6274), 664-665.
• Presley, M. L., Sickel, A. J., Muslu, N., Merle-Johnson, D., Witzig, S. B., Izci, K., & Sadler, T. D. (2013). A framework for socio-scientific issues based education. Science Educator, 22(1), 26.
• Sadler, T. D., Barab, S. A., & Scott, B. (2007). What do students gain by engaging in socioscientific inquiry?. Research in Science Education, 37(4), 371-391.
• Sadler, T. D., Chambers, F. W., & Zeidler, D. L. (2004). Student conceptualizations of the nature of science in response to a socioscientific issue. International Journal of Science Education, 26(4), 387-409.
• Shea, N. A., Mouza, C., & Drewes, A. (2016). Climate change professional development: Design, implementation, and initial outcomes on teacher learning, practice, and student beliefs. Journal of Science Teacher Education, 27(3), 235-258.
• Somerville, R. C., & Hassol, S. J. (2011). The science of climate change. Phys. Today, 64(10), 48.
• The Essential Principles of Climate Literacy: NOAA Climate.gov. (2009). Retrieved October 15, 
• 2020, from 
• https://www.climate.gov/teaching/essential-principles-climate-literacy/essential-principle
• s-climate-literacy
• Zabel, I. H. H., D. Duggan-Haas, and R. M. Ross, eds. (2017). The Teacher-Friendly Guide to Climate Change. Paleontological Research Institution, Ithaca, New York, 284 pp.