Brynn Lingaur
Research Mentor: Timothy Muhich
Mentor Department: SEAS, SNRE
Author(s): Tim Muhich, Brynn Lingaur
Session: Session 4 (1:00 PM – 1:50 PM)
Presentation Type: Poster 41
Abstract
Climate change education (CCE) presents exciting opportunities for engagement, civic understanding, and life preparation for students in high school classrooms. This is at least in part due to the role climate change will play in students’ futures, and its interdisciplinary nature. Because this differs from traditional disciplinarily based instruction, teachers need support to deliver CCE effectively. Despite the potentials presented by CCE, the American K-12 education system is significantly lacking in its high-quality implementation. To identify what successful CCE looks like where it is currently being practiced, U-M Program students who had exceptional CCE experiences in high school, and their teachers were interviewed about what makes CCE effective, and advice they have for others who are planning on incorporating it into their practice. They also provided examples of lessons they found to be most impactful. Through the 1200 pages of interview transcripts analyzed, it was found that teachers believe that staying up to date on current events in the climate change space, and having strong basis in climate knowledge to be among the most important predictors of successful CCE. Additionally, in order to make it relevant and real to the students, CCE must be presented from a hyper local and community action-oriented perspective. It was found that integration to place reduces the overwhelm that can accompany interacting with climate change for both teachers and students, and gives an accessible and efficient place for educators to start. The importance for teachers to have supportive community while undertaking a topic of such complexity is repeatedly emphasized.
