>>for those of you who are not
as familiar with Dr. Monroe,
she is responsible for
extension activities, research,
and courses related to
environmental education,
conservation behavior and human
dimensions of wild land urban
interface issues.
her work includes the
development and evaluation of
curriculum resources for
educators and understanding how
people perceive issues such as
wildfire and woody biomass in
the south.
she's exploring strategies for
engaging people in helpful
dialogue and productive change
as away move towards
sustainability.
Dr. Monroe is committed to
using education to help move
communities and nations toward
conservation behavior and
sustainable systems.
and with that, Dr. Monroe,
you have the screen.
>> thank you, Bruce.
and welcome everyone.
it's good to be a part of this
webinar series,
and I appreciate very much the
fact that this was delayed for
a week to allow us to recover
from Irma and cut down some
trees and get back to normal
here in Florida.
although there's plenty of
places that aren't quite back
to normal yet.
before we get started,
it would really be helpful to
know a little bit about what
kinds of folks are listening in
today,
so I have a few questions for
you.
and Bruce will flip us over to
his system so that he can
record your responses.
but the first question is,
just who are you?
k through 12 educator,
nonformal education?
someone involved in education
some other way?
or other?
>> please click on your screen
directly.
we'll give just a few moments
for everyone to log in.
then we'll show everyone the
results.
[pause] >> all right.
that looks pretty good.
I'm going to close the poll
now.
let's see who we have.
can you see that, Martha?
>> no.
where am I supposed to look?
>> it should be on your screen.
it's probably beneath your
presentation.
but I am showing it,
and we have 28%,
k through 12 educators,
38% nonformal educators.
32% are involved in education
in another way.
and we have other,
with about 10%.
Dr. Monroe: okay,
well that's good.
we have lots of educators with
us and even more nonformal than
public schools,
private schools.
so here's another question for
you, and that is -- sorry.
>> no, that's fine.
>> are you showing the second
question?
>> I'm getting there.
here we go.
what is your interest in
climate education?
take just another moment to let
us know.
and if you have "other,
" feel free to type that into
the question log.
[pause] >> okay,
we've got a good number of
folks who are signed in now
with just over 90%.
I'm going to close the poll.
>> people can check more than
one; right?
>> yes,
you may check more than one.
these are answers.
we have 19% who said they might
teach about climate change in
the future.
51% who currently teach about
climate change.
66% who want to improve how
they teach about climate
change.
53% want to help others teach
about climate change.
and 9% are other.
<< all righty, well,
that's very helpful.
I'm glad to know that about
who's listening.
so we will continue and get
started.
so, there.
all right.
so climate change is whether or
not you agree that it's
happening,
there is certainly plenty of
evidence out there to suggest
that we do have climate change,
in precipitation patterns and
temperature of course and
storms.
so there's lots of things going
on out there.
we are in the midst of seeing
change.
many educators are -- Bruce,
which screen are you seeing
right now?
>> I see climate change brings
challenges.
>> okay,
so you should be seeing
something else.
the climate change education
slides.
I'm not quite sure how to make
that happen.
there.
how's that?
>> looks good.
>>thank you.
many educators are recognizing
the importance of teaching
about climate change of course
and are engaging learners in
lessons about climate science,
mitigation and adaptation
strategies.
this can Occur in classrooms
and workshops and nature
centers,
zoos and other facilities
around the world.
of course and storms,
so there's lots of things going
ont out there.
we are in the midst of seeing
change.
many educators are -- Bruce,
which screen are you seeing
right now?
>> I see climate change brings
challenges.
>> okay.
so you should be seeing
something else.
the climate change education
slides.
I'm not quite sure how to make
that happen.
oh, there.
how's that?
>> looks good.
>> okay, thank you.
many educators are recognizing
the importance of teaching
about climate change,
of course,
and are engaging learners in
lessons about climate science
and mitigation and adaptation
strategies.
this can Occur in classrooms
and workshops and nature
centers and zoos and other
community facilities around the
world.
there's a great deal of
diversity in how information is
conveyed and also in what
information is conveyed.
many educators also are
recognizing -- wait a second.
there's something wrong with
how this is working.
all right, here we go.
no.
you're seeing increasing
interest in climate change
education?
>> yes, I am.
>> all right.
somehow this is getting all
wibber jabbered.
we'll talk about that slide
then.
we have seen a huge and recent
interest in research on climate
change education.
if you search on the terms
climate change and education
and limit the articles to that
decade between 1990 and 1999,
you'll only find 12
peer-reviewed research
articles.
but in the six years between
2010 and 2015,
with the same terms,
you will get over 1,
500 articles.
that's just a lot of
information that's out there.
I would really like to know how
I'm supposed to advance the
screen.
>> Martha,
if you are having difficulties,
I can try and show it from my
screen.
>> well,
should I be clicking resume
slide?
okay.
>> it's moved forward now.
>> thanks.
one might not think I have very
much capability At this POINT
in time,
but actually I did lead a
project to identify and review
the articles that provided
evidence of some kind of impact
of climate change education.
our search turned up over 1,
000 peer-reviewed articles
written in English that had to
do with climate change
education.
so we were looking at all those
decades from 1992-2015.
we were only searching through
research journals because
they're searchable,
and we know that there's a lot
of wisdom about climate change
education in other places like
program evaluation reports and
conference proceedings and even
in other languages, of course.
so what we have to report on
today is not the whole story of
what's effective.
it's just one chapter.
so our search went through over
1,000 abstracts.
we decided whether or not they
would be in or out of the
review process.
I was going to report on the
common themes that resulted
from those papers.
this is the search,
the decision tree that we used
to select those 49 papers.
we had a team of five people
working on the project,
and two people read each one of
those 1,
000 abstracts and decided if it
met the search criteria.
our criteria included these
four questions at the top of
the screen.
is it a peer-reviewed paper?
does it meet our formatting
requirements?
is it about climate change?
does it test an intervention
and does it report on those
outcomes?
most of the abstracts,
you can see the 475 and the
311,
were excluded from our system
because they merely mentioned
the words climate change
education,
saying it would be important
and we ought to have it,
and this is what ought to
happen,
but it didn't actually test an
intervention and report on
something.
we had 66.
we read all of those and then
decided again,
did they really meet the
criteria?
because in the beginning we
were just using the abstracts,
not the whole papers,
and 14 failed on that account.
and 3,
we weren't sure were actually
going to be quality that we
could include.
so that got us down to a final
sample of 49 papers.
from there,
we identified six themes,
and I'm going to report on
those six themes in three
categories because it's easier
to remember three than six.
this was called a systematic
review of the literature,
which means anybody should be
able to get the same 49
articles if they use the same
criteria that we did.
so it can be a robust process
to synthesize the literature.
let me stop there for a minute
and see if there's any
questions that Bruce wants to
relate to me about the details
of the study,
just to make sure everybody's
on the same page.
>> thanks, Martha.
while people have any questions
that they might be thinking
about putting in,
one question that I'd like to
ask are,
can you go into a little bit
more detail regarding the
education intervention that you
were looking to,
that you were seeing if,
if it was included in the
papers?
>> sure.
we didn't search on the kind of
intervention.
we just wanted there to be some
kind of actual program or
educational activity that was
conducted and evaluated.
most of them were in schools,
but we had one that was a
festival.
I think it took place in the
united kingdom,
where there was a -- it was a,
an exhibit that people walked
through and made a commitment
to reduce their carbon
emissions.
there were university classes.
there were teacher training
programs.
we excluded things that were
mass media surveys.
we didn't call a survey an
intervention.
they had to be an educational
program of some sort.
>> okay.
and my guess, you know,
one question that we have was,
were there any journals or
avenues that provided the
predominance for these sort of
49 articles that you found?
>> well,
that's actually on the very
next slide that,
if I resume the slide show --
>> okay.
before we get to that,
the question was,
was this just formal education
k-12,
or did it include k-16 and the
public?
>> okay,
that's also on the next slide.
all right.
moving on.
>> okay, that's fine.
that's good.
so most -- 28 of the articles
were k through 12 schools.
11 of them were universities.
so the vast majority of them
are classroom-based education.
elementary was not very
typical.
there were one or two
elementary,
so most of them are middle
school or high school.
there were also out-of-school
youth and teacher training
programs and a few nonformal
settings.
there was a botanical garden.
there was this festival that I
mentioned.
and there was a summer camp.
one of them was even a,
an on-line course.
so there was diversity of
educational materials,
but most of them are classroom.
about half of the papers
occurred -- programs that
occurred in the United States,
and 12 of them,
12 other nations were
represented in the other half.
they all reported positive
changes in knowledge,
attitude and behavior.
they were all successful.
what did those authors think
made them successful?
that was what we were
exploring.
we did not subdivide the group
of 49 papers to compare them
against each other,
so we didn't say what's
different between the United
States and everybody else in
the world.
we kept them all together as
one large group of 49 papers.
so, Bruce,
were there other questions
about the study that we should
answer before I go on?
>> well, you know,
there is one other question,
which is by Abbey rusky.
they ask, so 893 of 1,
489 published between 2010 and
2015 were eliminated,
leaving 49 credible climate
change education studies and
papers.
so what's that telling us about
the state of climate change
education,
research or paper writing,
I suppose?
>> well, Abbey,
you're good with the math.
let me just clarify a couple
things.
the 1,
500 papers are the citations
that you get when you search on
climate change and education.
we actually narrowed the search
a little bit more than that
because we wanted an
educational intervention.
so we went through the
abstracts for only 1,
000 papers.
and of those 1,000,
the vast majority of them were
papers that said climate change
education is important.
and remember these are research
papers.
so they might have been doing
research on some brand of
science education that wasn't
exactly a test of a climate
change program.
so we were looking very
specifically for something.
we were looking for evidence
that climate change was --
well,
what evidence do we see that
accounts for success in climate
change education?
so I guess that's what it's
telling us,
is that a lot of educators know
doesn't necessarily end up in
peer-reviewed research
articles.
and what does end up in
peer-reviewed research articles
may not always be about climate
change education.
it's possible that we missed
great things out there just
because of how the search was
done or how the abstract was
written.
because, you know,
950 of these fell out because
we only read the abstract.
so there's some squishiness in
the system,
but it does mean that 49 papers
we found worth reading and
synthesizing and reporting on.
so does that help?
>> we'll wait for Abbey's
answer.
but why don't you move forward.
>> okay, thanks.
>> thank you.
>> sure.
okay,
so the goals also varied in
these papers.
the purposes varied,
the goals varied.
the vast majority of them
focused on climate science and
climate literacy.
the things that we all know
from the noaa literacy guide
are the things that people were
teaching.
some of the programs also
empowered learners to effect
change and got kids doing
action projects,
which is also part of the noaa
climate stewards program.
and a smaller minority of
papers were using climate
change as a tool to help
learners think about changing
the world.
so that's some of the things
that were being talked about.
so here is the first broad
category of our three themes.
you can think about whether or
not this is relevant to you and
how it fits with what you
teach.
the ways -- how teachers convey
climate science that made it
effective is that it's
relevant, interesting,
and engaging.
and the interesting thing about
this is that I think we already
know that.
I think that science educators
and environmental educators
know that relevance and
interest are essential for
learning.
it's just the way we need to
teach.
but because climate change is
distant, global,
and hard to measure,
at least for some educators,
it's more challenging to make
it relevant and engaging.
the educators in these papers
found ways to link climate
change to either impacts or
risk,
most often to agriculture or
coastlines or ecosystems.
they didn't just talk about
carbon and temperature.
they talked about water and
food.
in many cases students also
collected data,
analyzed it and looked at
trends,
and sometimes they interacted
with scientists as well.
[inaudible] increased the
relevance and make those
impacts more meaningful to
students.
Bruce,
I'm finding that Every time I
have to click the resume slide
show,
I must be doing something
wrong,
but I'll just keep looking for
that little button and click on
it.
so sorry that this is a little
bit disjointed.
so I also think that this
approach to learning science by
doing science,
it helps learners come to their
own conclusions about the
climate trends,
which is very important.
here's an example from one of
the 49 studies.
students looked at their
ecological footprint and
realized that their energy use
created carbon emissions,
and that affected the climate,
which is something we hope that
they learned somewhere along
the line.
[inaudible] -- had that piece
of the activity and student
didn't have that piece of the
activity,
and they were able to report
that using that ecological
footprint helped make climate
change personal and relevant
and increase their
understanding and increase
their willingness to do
something about it.
teachers used a variety of
strategies to make their
lessons experiential and
engaging, such as road plays,
videos and debates and work
sheets and computer models.
here's another example of one
of the papers,
and this time it's an
evaluation of university
classes in remote sensing.
the instructor taught students
to use data from G.I.S.
programs and satellites to map
snow cover and also
deforestation.
pre and post tests showed that
students' context knowledge
increased significantly,
and students reported increases
in their awareness and
confidence and understanding
about climate change.
so to summarize our first theme
of relevant, interesting,
data-based education,
educators used a variety of
strategies to meet these goals.
they used personal and local
impacts,
engaging in experiential
activities,
and collected or analyzed their
own data to help learners draw
their own conclusions.
and of course all these
strategies work together,
collecting your own data makes
the activity relevant and local
topics tend to be interesting.
and analyzing and making sense
out of data makes it
interesting and relevant.
so all these things are tied up
together.
so what I'd like to do next is
go to another question and ask
you all,
is this at all surprising or is
it pretty much -- you already
do these things?
you already make it relevant
and local?
please check on more than one
of these boxes if you want to.
you already use engaging
exercises?
you already have students
collect data, analyze data?
or could you do more or better
on at least one of these
things?
>> very good.
the votes are coming in.
again,
please select as many of these
as are relevant to you.
we'll take just another few
moments before we close the
poll,
and we'll see what people do.
those of you who have already
voted, again,
if you have any questions you'd
like to ask Dr. Monroe over the
course of the webinar,
please feel free to enter them
into the question panel at any
time, and we'll get to them.
very good.
we're going to close up and
take a look at our results.
and it looks like 67% already
use local, relevant impacts.
65% already use engaging
exercises.
35% already have students
collect data.
and 45% already have students
analyze data.
but 82% feel that they can do
better on at least one of these
things.
>> okay.
well, that's helpful.
thank you all.
here is our second category,
and the second big theme is
that our reviews suggested that
for some papers,
it wasn't enough to convey
climate science.
educators should actually
empower learners to work toward
change.
and doing that tended to
involve learning skills,
debating options,
and doing projects.
those projects could be class
assignments,
like conducted within the
school system.
or they could be outside the
school,
in community activities.
I think this is good
environmental education,
or education for sustainable
development.
it's just a little bit more
challenging in the context of
climate change.
so here's some examples about
what people did.
for the school projects,
the assignments might have been
things like writing a short
message for a radio station,
a P.S.A., or making videos to
convey climate change
implications.
that particular instructor
showed the videos to the
public.
they had a community event
where people could come,
watch the videos that the
students made.
projects like that help
learners gain skills and
understand the impact of scale
so that they were using their
efforts to an effect on
appropriate local program as
opposed to feeling depressed
that they couldn't solve global
climate change all by
themselves.
in the community projects,
some educators used field
experiences to connect learners
with those at risk of impacts
of climate change,
and in that case students
worked with farmers to help
them adapt their farming
strategies.
some schools -- [inaudible] --
that enabled them to increase
their confidence and efficacy.
in this example, in Canada,
educators helped 13- and
14-year-old students research
local climate change impacts
and then share their findings
with others through pamphlets
and videos and then implement
action projects.
those included a lunch without
waste project and planting
trees with the signs of their
value to the ecosystem.
so I guess they also made signs
that they can plant the signs
with the trees.
the authors measured changes in
students' ideas about a variety
of aspects of climate change,
including impacts to the local
region and also their personal
lives.
the action projects encouraged
the emergence of feelings of
empowerment relating to the
capacity to make a difference.
and actually in the work that
I've been doing around
measuring hope and hopefulness
in the context of climate
change,
I think that it's possible to
learn a lot about climate
change and feel very depressed
and very unempowered,
and figuring out ways to have
people learn about climate
change and feel empowered is
very important in our
educational system.
so here's another example,
two examples actually.
in England,
youth tackled school energy
efficiency and got schools to
save energy and money across
their school district.
in Greece,
students took the message home
and helped conserve energy and
reduce grease House gases at
home.
pre and post service showed
changes to energy-efficient
behaviors for both the student
and their parents after
participating in the program.
so if we could go back to the
poll again, the question is,
around is this POINT number 2,
do you think you already do or
could do a school project?
do you do or could do a
community project?
are you just not interested in
doing a project at all because
of the challenges and barriers
to project-based learning?
and are you interested in doing
more about conducting projects
related to climate change?
how are we doing, Bruce?
>> 90% of folks voted.
we'll leave this open for a
moment.
there are a few people who
noted they may not see the
poll.
for those of you who are using
apple tablets or phones to view
the webinar this evening,
this software does not
interface as well with those,
so apologies on that front.
I'm now going to close the
poll,
and let's see the results.
it looks like 52% feel that
they could do a school project.
53% feel they could do a
community project.
no one who is listening this
evening feels that the
challenges are too great to do
any project,
which is wonderful.
and 69% would like to know more
about conducting projects.
>> great.
that's wonderful.
and, Bruce,
you might as well just say
right now what you were telling
me earlier about the community
stewardship proposals?
or are you going to talk more
about that at the end?
>> I'll be happy to take a
moment right now,
just a moment and say that part
of the noaa climate stewards
project involves individuals,
educators,
both formal and informal
Submitting pre-proposals to us,
and those that we accept for a
climate adaptation or
mitigation project,
we organize into a community of
peers that then get to work
over the course of four and
five months to refine their
project proposals for
submission.
and usually at the very
beginning of the summer
individuals are given the
opportunity to submit their
formalized proposals that
they've reviewed with peers and
with peer mentors,
and they can submit it to us to
conduct a project.
if the project is accepted,
we have provided up to,
and on a few occasions more
than $2,000 per project.
so if people are interested in
that process,
they can just Google noaa
climate stewards project,
they'll get to our website.
and we will be having more
information about how to join
up to the stewardship community
and gain potential funding for
projects and advice on how to
organize and implement projects
in late October.
so stay tuned.
and thank you for that
opportunity.
>> yeah, that's perfect.
it fits right in.
that's exactly what these
teachers were doing, so great.
we'll continue now with our
third category,
which refers to misconceptions
and conflicting world views.
I think those are two things
that make climate change
education really challenging.
and the papers that we were
reading suggested that
educators can help learners
think about the way they think
and generate more sufficient
understandings.
I don't know if this is a very
common practice for science
educators,
but I don't recall a teacher
ever doing this with me when I
was in school.
so I think it might represent
an area where we could,
we could improve.
we could think better about how
to do this.
so let me show you some
examples that are in this
category.
so here was a study from
California where researchers
explored the nature of student
conversations.
the teachers were trained to
facilitate the discussion with
questions like,
how do you know?
or what is the evidence for
climate change?
the more students engaged and
interacted with other students
or the teacher,
the more they learned and
changed their level of concern.
and one thing I find
interesting is that
environmental educators have a
really strong history of
respecting the variety of
values and opinions about
topics that involve ethical
dilemmas, for example,
and applying some of those same
strategies to what we might
think of as factual science.
and so that's mixing things up
in a new way for me.
because it's possible to
construe and construct
different ideas than what the
communicator intended,
it may be that this is going to
be a useful strategy for
helping bring world views that
are conflicting with each other
into the classroom and helping
students make sense out of it.
here's another example.
these teachers were from Italy,
and they used discussions,
questions to guide students'
thinking so that they were
realizing what the students
know and what they don't know
and how they could better know
what they know.
these were fifth grade
students.
the excerpts of the discussions
were really quite sweet,
as they were in the discussion
groups trying to figure out
what they knew and why that
could be or couldn't be.
they were challenging each
other and deciding, well, no,
even if the earth's core was
heating up the climate,
that wouldn't explain
atmospheric carbon,
and we've seen no increase in
volcanic activity,
so we couldn't really -- they
couldn't connect the dots,
so they decided to abandon that
line of thinking.
now it took some prompting from
teachers to do that,
but they actually decided to
change their ideas about
climate change.
so here's another example where
they were using work sheets in
one study to simplify concepts
and guide students through
discussions.
now that may sound easy to just
use a work sheet,
but the kinds of work sheets
they were developing could only
be developed by educators who
understood both the underlying
cause of the misconception and
the scientific explanation so
well that they could simplify
it into a work sheet and convey
that information.
so now we're back to our last
question.
this was category 3.
and I'm curious about the
degree to which this aligns
with what you currently teach
or how you could imagine you
could teach this way,
or whether or not you see value
in this style,
or think everybody should be
doing this.
>> the polls are open for
everyone.
for those of you who may not be
as familiar with dispelling
misconceptions,
we did a webinar just a few
months ago that focused on this
very subject.
and this webinar is on our
Google archive site,
so feel free to go and access
it and have a look at it.
I think that you'll be pleased.
we'll just leave the poll open
for just a few moments.
one educator says can you
clarify POINT 3 again.
>> sure.
POINT 3 is the idea that
educators need to help students
understand what they know and
why they know it and how they
know it,
and what it means to know it.
so it's more of a
constructivist approach to
education and asking a lot of
questions like why do you think
that?
and looking at a graph and
saying,
what does this graph show us?
what does that mean?
why is that evidence of climate
change?
and just probing over and over
again.
>> okay.
and so we've got most votes in.
if you'd like to just take
another moment to vote,
and then we're going to close
the polls up.
okay.
and our results are showing
that 5% says this is not how I
teach.
70% say that they could imagine
learning more about this.
40% say that they already teach
this way.
17% say even though it's not my
style, I see its value.
and 41% acknowledge that we all
need to be teaching this way.
and before I close up with
this,
one of our educators notes that
this process that you're
talking about is also referred
to as meta cognition,
and she has said that she has
found a great YouTube video
from a professor at Samson
university regarding the
importance and value of meta
cognition in education and
learners.
and, terry,
I'll be waiting for you to be
sending me a link to that so I
can send it out to everyone.
>> great.
thank you, Terry.
that's very helpful.
what I thought I'd do is wrap
up what the 49 papers say and
then show you an example.
the summary is that we reviewed
49 papers and synthesized them
into six themes and then I
collapsed them into three
categories,
and those categories are: That
climate science is conveyed by
using relevant impacts and
engaging activities and data
collection or analysis
processes,
sometimes with interaction with
scientists.
climate change education
includes project work which can
be in the classroom or the
community,
when those two activities build
skills for solving problems and
taking action.
and educators can model their
thinking and help students
explore what they think and
why,
to help overcome misconceptions
and critique perspectives.
I think it might be worth
CONSIDERING whether any of
these goals will be -- will
ultimately be successful
independent of the others.
or it,
might we say that quality
climate change education must
endeavor to include all three
of these components.
so if we think about what would
happen if we converted these to
themes -- if we convert the
themes into characteristics,
we could use these to make a
rubric and critique our climate
change education programs.
of course,
any one program may have
difficulty using all these
strategies simultaneously,
but in general if a topic
focuses on local meaningful
impacts with engaging
activities,
if the students can collect
data or interact with
scientists,
if students can plan a project
and share their knowledge and
demonstrate change,
and if the process of doing
these things enables students
to reflect on what they know
and how they know it,
then we've probably got a good
climate change program.
so here's a program that I was
involved with,
and it's part of a project
learning tree secondary module
called southeastern forest and
climate change.
first students learned about
the carbon cycle.
they become a carbon molecule.
it's an activity that you've
probably seen in other places
around the classroom and then
create a design of carbon
cycle.
then we took it a little bit
further and had students
measure the height of trees and
the diameter of trees and
calculate how much carbon was
in that forest and then
calculate how much carbon they
produce as consumers and
connect that to how much
atmospheric carbon is not being
sequestered by the landscapes
in their own state.
and then they also explored
carbon in various products,
including wood products,
and thought about if they have
choices as a consumer,
to pick one thing or another,
is that better or worse for
atmospheric carbon.
so if we use a bit of a rubric
to look at all those goals,
we would say that, well, yeah,
it's local, meaningful,
it was engaging, experiential,
they collect and analyze data.
and so we did quite well on
that score.
there was no class project,
but there could have been a
class project.
it would depend on how much
time the teacher had and how
important it would be to figure
out how to do a class project
for this.
whether or not it actually
discussed,
the students discussed what
they know and how they know it
and reflected on what it means
would really be a function of
the instructor and how they
were able to teach.
and so in some ways we've got
instructional resources that
can guide these first three
categories,
and community resources that
can make the class project
easier or harder on a teacher,
and professional development
and preparation that may be a
function of how well the
teacher is able to [inaudible]
his teaching style.
so we've got all three
components that need to be
working together for quality
climate change education,
which takes the onus off the
teacher a little bit and puts
it on be everybody else for a
change.
so I think that what we've got
going on here is an opportunity
for good science education to
be melded with good
environmental education,
and then a process of evolving
to create better educators and
better instructional materials
in high-quality education.
and I don't know that we ever
would have gotten to this kind
of a result if we looked at
wildlife for habitat or
recycling or some other more
mundane environmental issue.
this may be how climate change
education can help make
education better in a number of
ways.
if you would like information
about the study that I just
mentioned,
it has recently been published
in environmental education
research,
and you can -- it's not in
print,
so it's not in your library but
it is on-line,
so you can access it on-line.
and naaee,
the north American association
for environmental education,
is using this activity as a
part of their E.E.
works program.
so their website has,
if you go to naaee.org and then
look around for E.E.
works,
you will be able to find a link
to climate change education,
this activity,
and you will find the list of
the 49 papers that we reviewed
and the abstracts so you can
decide if you want to read any
of those in more detail.
and in the coming months there
will be more information from
this study on their website.
so that's all I have.
I imagine Bruce has a bunch of
questions that he would like to
have us all discuss.
and I would like to thank not
only the NOAA climate stewards
program,
but also support from usda nifa
for this research and as well
the north American association
for environmental education's
E.E.
works project.
so thanks.