Forbes Publishes Research on Climate Education
How can educators most effectively develop high school students' understanding of one of the core dimensions of global climate change: the Earth's increase in its average surface temperatures? And how do trends in education and the knowledge, conceptions, and beliefs of teachers and students impact and assist students in constructing their own knowledge of the phenomenon known as global climate change?
Dr. Cory T. Forbes, Fenton Wayne Robnett Endowed Professor of Science Education and chair of the College of Education's Department of Curriculum and Instruction, co-authored two publications from his National Science Foundation-funded research into this topic. The publication for the International Journal of Science Education is titled Climate education in secondary science: Comparison of model-based and non-model-based investigations of Earth’s climate, and the publication for the Journal of Geoscience Education is titled Empirical research on K-16 climate education: A systematic review of the literature.