Given our national need for a �climate literate� populace, climate change education is a priority. Through an NSF-funded project, we are developing in-class climate change activities with the POGIL (Process Oriented Guided Inquiry Learning) model that uses a learning cycle to guide students from concept exploration to concept understanding.  These activities simultaneously teach chemistry principles and the concepts that underlie climate change. A second goal of the project is to analyze the student discourse that accompanies the use of the in-class activities and employ these analyses to inform revisions of the activities so that they better promote both the development of scientific concepts and substantive discussion of related socio-economic and environmental issues. In this presentation, we will briefly describe the current phase of activity development, highlighting each climate change concept with its corresponding chemistry principle(s). We also will showcase the features and format of one of these activities.

Climate change concepts and POGIL

243rd National Meeting (2012)

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