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Examination of Global Climate Change USING A GIS-BASED FRAMEWORK TO TEACH CLIMATE CHANGE IN KANSAS by LISA KAY TABOR B.A., Kansas State University, 2006 M.A., Kansas State University, 2011 AN ABSTRACT OF A DISSERTATION submitted in partial fulfillment of the requirements for the degree DOCTOR OF PHILOSOPHY Department of Curriculum and Instruction College of Education KANSAS STATE UNIVERSITY Manhattan, Kansas 2016 Abstract Scientists agree that there is ample evidence of climate change and that a significant portion of the change is anthropogenically driven. Leiserowitz et al. (2011b) asked teenagers about their understanding of the climate system and the causes of climate change. Fewer than 20% of respondents classified themselves as “very well informed” and only 27% reported that they learned “a lot” about climate change in school. However, of these teenagers, 70% expressed a desire for more climate change education. Even though the idea of human impacts on the climate system and a changing climate have been known and discussed within science education for several decades, dedicating classroom time for teaching climate change is not a common practice. Focus group discussions with science and agricultural education teachers (Pytlikzillig et al., 2013) emphasized the need for the use of locally relevant data in the classroom as a means to engage students in critical thinking activities that require them to use and draw conclusions from these data. However, most teachers do not have access to such data or a working knowledge of technological platforms from which they can have the students observe, manipulate, and analyze these data. This study used a mixed methods research design to explore the use of a GIS-based framework for teaching climate change. A two-part intervention was used: 1) teacher training, and 2) classroom implementation. Student-, teacher-, and classroom-centered data were collected to address student outcomes, teacher perceptions of GIS use in teaching climate change, and both students’ and teachers’ perceptions of challenges and successes of using GIS in the classroom. Students showed an overall positive growth in knowledge. Teachers shared a positive perception regarding the use of GIS to teach climate change, going so far as to report that they will all continue to teach climate change and use GIS in their classrooms. Successes and challenges were observed in classrooms, recognizing the benefits of student engagement and learning, as well as the challenges of using technology and supporting student needs. This exploratory research supports the premise that using a GIS-based framework to teach climate change is practical, reproducible, and effective. USING A GIS-BASED FRAMEWORK TO TEACH CLIMATE CHANGE IN KANSAS by LISA KAY TABOR B.A., Kansas State University, 2006 M.A., Kansas State University, 2011 A DISSERTATION submitted in partial fulfillment of the requirements for the degree DOCTOR OF PHILOSOPHY Department of Curriculum and Instruction College of Education KANSAS STATE UNIVERSITY Manhattan, Kansas 2016 Approved by: Major Professor Jacqueline D. Spears Copyright LISA KAY TABOR 2016 Abstract Scientists agree that there is ample evidence of climate change and that a significant portion of the change is anthropogenically driven. Leiserowitz et al. (2011b) asked teenagers about their understanding of the climate system and the causes of climate change. Fewer than 20% of respondents classified themselves as “very well informed” and only 27% reported that they learned “a lot” about climate change in school. However, of these teenagers, 70% expressed a desire for more climate change education. Even though the idea of human impacts on the climate system and a changing climate have been known and discussed within science education for several decades, dedicating classroom time for teaching climate change is not a common practice. Focus group discussions with science and agricultural education teachers (Pytlikzillig et al., 2013) emphasized the need for the use of locally relevant data in the classroom as a means to engage students in critical thinking activities that require them to use and draw conclusions from these data. However, most teachers do not have access to such data or a working knowledge of technological platforms from which they can have the students observe, manipulate, and analyze these data. This study used a mixed methods research design to explore the use of a GIS-based framework for teaching climate change. A two-part intervention was used: 1) teacher training, and 2) classroom implementation. Student-, teacher-, and classroom-centered data were collected to address student outcomes, teacher perceptions of GIS use in teaching climate change, and both students’ and teachers’ perceptions of challenges and successes of using GIS in the classroom. Students showed an overall positive growth in knowledge. Teachers shared a positive perception regarding the use of GIS to teach climate change, going so far as to report that they will all continue to teach climate change and use GIS in their classrooms. Successes and challenges were observed in classrooms, recognizing the benefits of student engagement and learning, as well as the challenges of using technology and supporting student needs. This exploratory research supports the premise that using a GIS-based framework to teach climate change is practical, reproducible, and effective. Table of Contents List of Figures ............................................................................................................................... xii List of Tables ............................................................................................................................... xiii Acknowledgements ....................................................................................................................... xv Dedication .................................................................................................................................... xvi Chapter 1 - Introduction .................................................................................................................. 1 Understanding Climate Change and Societal Interest ................................................................ 1 The Science behind Climate Change ...................................................................................... 1 Mitigation and Adaptation to Climate Change ....................................................................... 5 Changing Climate Conditions in Kansas ................................................................................ 6 Disagreement about Climate Change ...................................................................................... 9 Climate Change Education ....................................................................................................... 13 Geographic Information Systems ............................................................................................. 16 Using GIS to Understand and Teach Climate Change .......................................................... 17 Research Problem ..................................................................................................................... 20 Purpose of the Study ................................................................................................................. 20 Description of the Study ........................................................................................................... 20 Research Questions ................................................................................................................... 22 Significance of the Study .......................................................................................................... 23 Definition of Terms .................................................................................................................. 24 Summary ................................................................................................................................... 25 Chapter 2 - Review of the Literature ............................................................................................ 27 Constructivist Approach ........................................................................................................... 27 Inquiry Activities in the Classroom .................................................................................. 29 Integrating Inquiry, GIS Education, and Climate Change Education ............................... 32 Climate Change Education is Science Education ..................................................................... 32 Science Education in the United States ............................................................................ 32 Next Generation Science Standards .................................................................................. 34 Teaching Climate Change: Lessons Already Learned .............................................................. 37 Climate Literacy................................................................................................................ 37 viii Climate and Climate Change Misconceptions .................................................................. 39 Framing and Communicating Climate Change................................................................. 40 Methods of Teaching Climate Change ............................................................................. 43 Related Empirical Research on Climate Change Education
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