Chapter 4 - Additional Teacher Resources

• Access ESRI’s resources to teach about nature of the environment - Bit.ly/esriNATURE
• Alternative Phenomena Criteria Checklist by Researchers - Bit.ly/PhenomChecklist
• Basic Physics of Climate Change - Bit.ly/GCCPhysics
• Check out essential questions for climate change by grade level - Bit.ly/CCEssentialQ
• Climate Change Teacher Resources - CLEANet.org/
• Harvard’s Advanced Leadership Initiative on Climate Change Education - Bit.ly/GCCHarvard
• Listen to Leonardo Dicaprio’s UN speech - Bit.ly/BTFLEO
• NYTimes resource to track how much hotter your hometown is now - Bit.ly/hotterdata
• Pin this Pinterest board by STEMeducation for indigenous science teaching resources - ​Bit.ly/TRpinterest
• Preview data in the U.S. impacting humans - Bit.ly/Fractracker
• Teaching Channel explains phenomena - Bit.ly/TCPhenom
• Use NOAA’s Data in the Classroom - https://dataintheclassroom.noaa.gov/
• Read ASCD’s article on teaching scientific literacy - Bit.ly/TeachingSL
• Read the full 100kin10 2019 Trends Report - Bit.ly/100k10Report
• Watch clips from Conservation International series - conservation.org/nature-is-speaking/
• Watch “Kiss the Ground” to see how people are combating climate change - 
• https://kissthegroundmovie.com/
• Want to know how scientifically literate you are? Take Miller’s quiz - Bit.ly/MillerQuiz
• What Americans know and don’t know about science - Bit.ly/PEWRESULTS

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Referenced Research in Chapter 4

• 2019 TRENDS REPORT: Trends and Predictions that will define STEM in 2020. (n.d.). Retrieved May 13, 2020, from https://100kin10.org/news/2019-trends-report-trends-and-predictions-that-will-define-stem-in-2020
• Anelli, C. (2011). Scientific literacy: What is it, are we teaching it, and does it matter. American Entomologist, 57(4), 235-244.
• 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.
• Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Thousand Oaks, CA: Corwin.
• Hansen, P. J. K. (2010). Knowledge about the greenhouse effect and the effects of the Ozone Layer among Norwegian pupils finishing compulsory education in 1989, 1993, and 2005—What now?. International Journal of Science Education, 32(3), 397-419.
• 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.
• Hodson, D. (2003). Time for action: Science education for an alternative future. International Journal of Science Education, 25(6), 645-670.
• Kendi, I. X. (2019). How to be an antiracist. First Edition. New York: One World.
• 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.
• 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.
• National Research Council  (1996). National Science Education Standards. Washington, DC: The National Academies Press. https://doi.org/10.17226/4962.
• 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. (2009). Situated learning in science education: socio‐scientific issues as contexts for practice. Studies in science Education, 45(1), 1-42.
• 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.
• Somerville, R. C., & Hassol, S. J. (2011). The science of climate change. Phys. Today, 64(10), 48.