In many states, one of the biggest challenges of teaching about climate change is how disarticulated the concepts are across the K-12 standards. For instance, students may learn about greenhouse gases when they study biogeochemical cycles and years later - in a different course - study the evidence and impacts of global warming. Students are often on their own to make connections between - for example - the extraction of fossil fuels to burn for electricity or to power vehicles, and the proliferation of waste from single use plastics (a by-product of fossil fuel production). In the absence of crosscutting concepts, students are left with a vague notion that all environmental issues are related, and an inability to see how.
The lack of required earth and environmental science courses in college preparatory pathways deprives many high school students of opportunities to learn essential parts of the climate change picture. It is often incumbent on a student to put together isolated ideas from chemistry, biology, environmental science and social studies courses - and to fill in gaps in their own education - to make sense of climate change. |
Environmental Education Alliance, Inc.
P.O. Box 801066 | Acworth, GA 30101 EEA does not does not discriminate on the basis of race, color, national origin, sex, age, or disability in its program , activities, or employment. For more information on EEA's non-discrimination commitment click here . Grievance officer may be contacted at [email protected] |
Proudly powered by Weebly
|