Grappling with Global Change
The Pedagogical Challenge of the 21st Century
McCaffrey, M., Berbeco, M. (National Center for Science Education),
White, L. (UC Berkeley Museum of Paleontology), Stuhlsatz, M. (BSCS)
Planetary Boundaries
Source: IGBP-modified from Rockström et al. (2009).
http://evolution.berkeley.edu/
• Launched in 2004 as collaboration between UC Museum of
Paleontology and NCSE
• Averages 1.3 million page accesses a month during school year
• 5,000 to 15,000 page requests per month for Evolution in the News
http://undsci.berkeley.edu/
Understanding
Global Change
what we know and how we know it
In developmentLaunch of 2015
Global Change 101
 Defining
what is meant by global change
 Describing past and present global change
 Examine how human activities have
become a "force of nature” impacting
Earth's spheres and systems.
• Resulting biotic impact
and responses
• Measuring and identifying
causes of global change.
• A comparison of rates of
change through time.
• How we know what we
know.
The Resource Library
 Engaging
interactives for multiple
audiences
 Research profiles on scientists
engaged in global change
research
 Stories that provide a human
dimension and help demystify
the research process
Minda Berbeco
SF Rocks
Charles
Marshall
Timeline
Needs assessment (2013)
 Advisory board meetings (2013)
 Development of website(2013-15)
 Workshop- Understanding Global Change (2014)
 Summative evaluation (2015)
 Dissemination (2015)

Needs Assessment
Professional Level
Middle School
16%
23%
High School
2-year College
4-year College
12%
Informal Science
6%
43%
Subject Areas Taught
Physics
Chemistry
Environmental
Earth Sciences
Biology
General
100%
80%
60%
40%
20%
0%
Middle
School
High
School
2-year
college
4-year
college
How long have you held
your current position?
6%
23%
18%
One year or less
2-5 years
6-10 years
11-15 years
14%
15-20 years
23%
Over 20 years
16%
Over half +10 years in current
position
What materials do you use to teach
about global change or climate change?
Textbooks
Other Books
Videos
Articles
20%
25%
10%
21%
24%
Websites
How often do you use the internet to access
teaching resources?
Not at all
Informal
Education
One to Two times a year
Once a month
Every few weeks
Once a week
Four-Year
Colleges
Once a day or more
Two-Year
Colleges
High School
Middle School
0%
50%
100%
Did your professional development on
Global Change include the following?
100%
80%
60%
40%
20%
0%
Climate or Oceans Fresh
Atmosphere
Water
Terrestrial Arctic
Urban Biodiversity
After professional development, did
your confidence increase?
100%
80%
60%
40%
20%
0%
Climate or Oceans Fresh
Atmosphere
Water
Terrestrial Arctic
Urban Biodiversity
Who has encouraged you to NOT teach
about climate change?
30%
Only 9.8% report being encouraged NOT to
teach about climate change
25%
20%
15%
10%
5%
0%
Parents
Students
Administrators
Other
Teachers
Community
Members
Who has encouraged you to NOT teach
about climate change?
Informal
Science
Two & Fouryear
colleges
Parents
Students
Administrators
Other Teachers
High School
Community Members
Middle
School
0%
50%
100%
Who has encouraged you to teach
"both sides“?
30%
25%
20%
15%
10%
5%
0%
Parents
Students
Administrators
Other
Teachers
Community
Members
Did any of these groups encourage you
to "teach both sides" of the climate
change issue? If so, which ones?
Parents
Students
Administrators
Other Teachers
Community Members
Informal
Science
Two & Fouryear
colleges
High School
Middle
School
0%
50%
100%
What would help you to teach more effectively about
global change?
20%
29%
Increasing Content
Knowledge
Learning teaching
Strategies
Learning about teaching
resources
30%
21%
A community network to
share ideas
What would help you to teach more effectively
about global change?
Increasing Content Knowledge
Informal
Education
Learning teaching Strategies
Learning about teaching resources
A community network to share ideas
4-year
College
2-year
College
High School
Middle
School
0%
50%
100%
How important do you think it is for
students to learn about climate change?
Not important
Informal
Education
A little important
Somewhat important
Important
Four-Year
Colleges
Very Important
Two-Year
Colleges
High School
Middle School
0%
50%
100%
How important do you think it is for
students to learn about global change?
Not important
Informal
Education
A little important
Somewhat important
Four-Year
Colleges
Important
Very Important
Two-Year
Colleges
High School
Middle School
0%
50%
100%
My students are interested in environmental
impacts that occur at the local level.
Strongly Disagree
Informal
Education
Disagree
Somewhat Disagree
Somewhat Agree
Four-Year
Colleges
Agree
Strongly Agree
Two-Year
Colleges
High School
Middle School
0%
50%
100%
My students are interested in learning about
solutions or responses to human impacts on
earth systems.
Strongly Disagree
Disagree
Informal
Education
Somewhat Disagree
Somewhat Agree
Agree
Four-Year
Colleges
Strongly Agree
Two-Year
Colleges
High School
Middle School
0%
50%
100%
Observations
 Interest
is strong in global change topics but
content knowledge often lacking.
 Presenting “both sides” is less prevalent than
prior surveys but still an issue.
 Some teachers themselves doubt climate
change or are concerned that it is highly
politicized.
 Plenty of work to be done!
Understanding
Global Change
what we know and how we know it