1
1 BRUCE: Good evening and welcome
to the January NOAA Climate
2 Stewards Education Project
national webinar project
3 meeting.
I'm very excited this evening.
4 We're beginning our first
webinar of 2014 with over 110
5 people on the line so far. We
had over 158 people registered
6 which is really great for us.
And we're looking forward to a
7 wonderful presentation by Peg
Steffen.
8 I would like to welcome over 100
new -- I would like to welcome
9 over a 100 new and former
educators that were selected to
10 join NOAA Climate Stewards in
in 2014.
11 We had individual from the 31
states, The District of
12 Columbia, Guam and even Panama
represented here.
13 And over the next few weeks, all
of newly joining educators are
14 going to be given access to our
project wicki so that we can
15 really commence on joining this
larger community of learning.
16 Everyone will be getting their
own personal wicki page. As
17 well, we will be receiving
training from regional leaders
18 during meetings and you can
always ask questions to Molly or
19 myself or Peg if you have any
questions.
20 We wanted to let everyone know
that today is the deadline to
21 complete the class of 2014 Needs
Assessment Survey and class of
22 2014 Climate Science Knowledge
Pretest.
23 Getting these assessments are
really going to allow us to
24 learn about your interests and
get a baseline of your
25 understanding of climate change
concept and science. We will
2
1 use it as a basis for helping to
develop the webinars over the
2 course of the coming year, tying
them into everyone's level of
3 knowledge and interest as well
as the essential principles of
4 the climate literacy.
Now, another item just to let
5 everyone know is that NOAA
Climate Stewards is working with
6 the NOAA Office of Education to
improve the quality and utility
7 of NOAA distance learning
initiatives.
8 And following tonight's webinar,
an email will be sent out to
9 everyone with this link that you
see here before you so you can
10 copy this link down.
I will also send it in a email
11 of a very brief just a couple of
minute long post-webinar poll.
12 And your responses will really
help us to understand more about
13 the efficacy of our webinars.
Just so that everyone knows, in
14 addition, we are going to be
holding a climate stewards book
15 club on Monday, January 27th
at 8:00 p.m. and we will have
16 some more information about this
at the end of today's
17 presentation.
The book that we will be
18 discussing will be "Flight
Behavior" by Barbara Kingsolver
19 (phn) If you would like to join
the book club, you should email
20 Peg Steffen.
And actually, now, without
21 further ado, I will like to open
the floor up to Peg Steffen,
22 the education coordinator for
NOAA, a national ocean service.
23 She also serves as the director
of the Climate Steward's
24 Education Project. She started
in federal service as an Albert
25 Einstein distinguished education
fellow in the education division
3
1 of NASA in 2000.
In 2006, she joined NOAA and she
2 works with myself and with Molly
Harrison and many others
3 throughout the organization to
provide web-based products,
4 professional development as well
as special online resource for
5 educational data. I will not
take any more of Peg's thunder.
6 I will let her do some brief
introduction herself and then,
7 begin our presentation. Just so
you know, as I mentioned right
8 before the event, on the control
l panel on the right-hand side
9 of your screen, you will see a
question area. You be able to
10 pose questions to any member of
the Climate Steward's staff as
11 well as to Peg on her
presentation by typing the
12 question in during the
presentation. So without
13 further ado, Peg, your mic is
hot and you have the calm.
14 >> PEG: Good evening everyone.
I just saw a question from
15 someone asking if this is going
to be recorded. And yes, it is
16 and I in addition, will let you
all know that I put a lot of my
17 comments and a lot of
information in the notes section
18 of the power point. So, I just
want to make sure that you don't
19 need to take notes today because
I certainly try very hard to put
20 in notes that would be
appropriate for you plus all the
21 links to resources since there
is a lot out there.
22 And just to let you know, I'm
going to talk for about 40
23 minutes and we will take time
for questions. Of course, along
24 the way, feel free though since
you will have access to me and
25 Molly and Bruce, that if you
have questions or concerns, we
1 are more than happy to take your
email. So let's get started.
2 I thought we would start the
year by taking a look at
3 misconceptions and conceptual
changes. There are some new
4 studies and there's a lot of
those out there and certainly,
5 although these effect our
teaching of climate science,
6 that way, we kind of rally
around the topics for a bit
7 today and talk about them.
Hopefully, it will encourage you
8 to do some thinking about it,
maybe we'll have some additional
9 discussions in the future These
are some ideas that are out
10 there for a while and it's
nothing particularly new but I
11 think it is always good to kind
of circle back and remind
12 ourselves about the critical
elements of good science
13 teaching and also, to let you
know about some of the new
14 things that have been found more
recently.
15 So we are going to talk about
misconceptions but this also
16 includes misperceptions,
incorrect and so on.
17 So you know, it might seem
obvious that teachers need to
18 understand the content they are
trying to convey but this study
19 which was released and discussed
actually in 2015 is from Phil
20 Sandler of Harvard and he kind
of indicates that it's
21 especially critical for the
teacher to know the common
22 misconceptions that students
have.
23 And of course, as I will show
you in a minute, there are
24 plenty of things and this has to
do with K, the very youngest, to
25 high school and college. But
also, a lot of adults correctly
1 understand some of the basic
science ideas and this can be a
2 real hinderance when you're
trying to build the next step
3 and get them on the pathway of
learning some of the complex
4 idea such as climate science.
So what Phil Sandler is saying
5 here is that it is key that
teachers know what's going on
6 in students head and in order
to do that, we will have a few
7 strategies you might want to
take a look.
8 So your first question, if you
would crumple a sheet of
9 aluminum foil to make it more
compact, does it weigh more?
10 So I would like to have you do a
poll question, yes or no and we
11 will not grade this, I promise.
And I believe Bruce is going to
12 be moderating this. The poll is
open.
13 And while you're doing this,
think about what your children
14 or your adults or your informal
education audience would say to
15 this question. All right.
Let's close the poll, Bruce and
16 see what we have.
Do I have to stop sharing?
17 Bruce: Sorry Peg, everyone can
see this now, the poll results.
18 PEG: okay,
BRUCE: Three percent said yes,
19 and 97 percent said no.
PEG: Well, congratulations for
20 the majority of folks that
viewed,does it weigh more? No,
21 it does not.
This is the law of conservation
22 maps. if you take the same piece
of paper, the same piece of
23 aluminum foil, the same amount
of water, make it a different
24 shape, does it weigh more?
Well, not really. You have not
25 taken any math away from it so
it should not weigh more.
1 Most students and a lot of
adults do not understand this
2 basic science principle and
students may hold a number of
3 alternative conceptions based on
this concept or others.
4 Including for example, the
belief that gas has more mass,
5 solids have f greater mass than
fluids, or some thing like salt
6 can be destroyed when it
dissolves. They don't have any
7 concept that some of these basic
conservation ideas so when we
8 are developing into complex
ideas like atmospheric acid or
9 density, those kind of things.
Students have a real hard time
10 understanding the true
scientific principle behind
11 something because they don't
have the basics on some of the
12 conservations.
There's been a lot of work done
13 on this particular set of
conservation principles and I
14 did give you some information
links, information about that if
15 you want to delve into this
more.
16 We are going to keep moving on
to some of these common
17 misconceptions that have to do
with earth and common science.
18 These are typically found in K
through adult populations.
19 These are, you know, if they
have difficulty understanding
20 the causes of the seasons, the
misconception of the seasons
21 from the sun, they may not be
able to understand things like
22 the did science motions and
distance. They may have strange
23 explanations of the season.
They may have amazing
24 explanation of lunar phases or
the tide to current.
25 Many students before and after
instruction, earth science think
1 that this winter is colder
because the earth is part of the
2 summer and winter. And this
needs considerable work because
3 some of these ideas getting
across the students was critical
4 for them understanding why some
of the misinformation that is in
5 the media or in other places
about climate change are not
6 true. And so they need to have
the basics in the science
7 concept in order to be able to
dispel those ideas for both
8 themselves and through other
people.
9 A lot of people have difficulty
with the ozone layer and the
10 greenhouse effect. And many,
many have difficulty linking
11 these relevant elements of
knowledge and they confuse
12 natural greenhouse effect with
the enhancement of that effect.
13 And the whole idea that if you
have difficulty understanding
14 the gases, conservation of mass,
than air has mass and those kind
15 of things and the abstract
thinking is not there, then, it
16 will be very difficult for you
to expect that they will do very
17 well in understanding climate
science.
18 Here's an interesting idea that
came up not too long ago if I
19 can get my thing to move
forward.
20 These adults 2008 and this is a
study, a Survey of Public
21 Attitudes taken every few years.
This is the most recent one that
22 I could find. But they said
that even this number of adults
23 did not know how long the earth
took to orbit the sun.
24 They have data on quite a few
different topics but this is
25 closely coordinated with surveys
in other countries and so they
1 are available if you're
interested in even international
2 comparisons.
This is a widely widely used
3 survey and if you are interested
in learning about more about
4 these kinds of statistics, I
put the link in the notes for
5 you.
Here is one that's very popular
6 and gets back to the cause of
the seasons.
7 Many people do not understand
that the tilt of the earth's
8 axis is the reason for the
seasons. And travel, perfect
9 circles.
So it really does not change by
10 much how far away we are from
the sun. So this really is not
11 a factor and unfortunately, that
is a common misconception for a
12 lot of people.
This is just not a factor in our
13 climate change right now. S I
put some information and one of
14 our partners and there are a lot
of activities about this and I
15 had some great activity about
this and put a link into the
16 pages here so you can take a
look at some of the information
17 that they have.
And there are a lot of
18 activities that have you go
through a series of modeling
19 activity with the students so
they can see what the effect is
20 on seasons.
So, it's generally accepted that
21 children answer the question we
don't understand in the world.
22 What we should note firstly, is
that this knowledge can and does
23 affect children's learning about
science and some of this
24 knowledge is incorrect and
remarkably resistant to charge.
25 Students are not coming into
the classroom as an open vessel
1 as you all know. There are so
many misconceptions and they are
2 truly amazing unless you can get
that out of them, you will not
3 find out what they know.
And so the students come in with
4 a variety of ideas and they are
applied inconsistently.
5 So where do these things come
from?
6 For example, adults may assume
that children look at the world
7 with adult perspectives and we
assume that they think they are
8 looking at the world with our
eyes which is not true.
9 That an understanding of
concepts develops and they tell
10 you the right answer.
For example, on a test or in
11 person, that they may understand
the concept. Where do these
12 things come from, the
misconceptions that we might
13 find, that they have this?
Misleading graphic and diagrams
14 that we seen the orbits.
That is one of the reasons why a
15 lot of students and adults think
that the earth has very
16 elliptical because these
diagrams are developed with
17 artistic perspective on which
naturally shows a swished shape
18 which is not the true shape of
the earth's orbit.
19 Models and toys not to scale.
how often do you see dinosaurs
20 or mountains or natural
landscapes that are not to
21 scale?
Old tales, mythical event ideas,
22 development of misunderstanding
to explain the parodox.
23 Students will see something and
if they don't have a correct
24 understanding, they will make
one up.
25 And some of them are truly
amazing.
1 And the last one is vernacular
misconception. Sometimes adults
2 use words that are confusing to
science beginner.
3 For example, students picture a
retreating glacie . They will
4 picture it as one that's
climbing back to where it came
5 from, not that it's melting
away. So we have to be careful
6 sometimes of the terms that
adults use.
7 So, I wanted to share with you
and I had links for each one of
8 these, so just check the notes
pages on this. But the
9 misconceptions research has been
going on for decades. And one
10 of the premiere researchers of
this was Phil Sandler from the
11 Harvard Center for Physics and
he started working with the
12 private universe asking people
on the streets and Harvard
13 graduates some real basic
questions. And it was quite
14 obvious in spite of their
tremendous college and science
15 education, that they could not
even explain some of the
16 simplist of science concepts.
And from that developed a little
17 more extensive study of
elementary, upper elementary
18 students called Minds of Our
Own. And a lot of the
19 misconceptions research was
gathered up into the project
20 2061 benchmarks for science
literacy.
21 And this was about the same time
as national science education
22 standards. What the benchmarks
said was the pulled out all
23 the -- --
>> BRUCE: Peg, we have lost
24 your audio. Could you please
hold for a moment.
25 BRUCE: Sorry to interrupt. We
lost your audio for about a
1 minute. And we had one or two
folks -- so maybe if you could
2 start from the beginning of this
slide and maybe this current
3 slide and maybe speak a drop
slower, that would be great.
4 >> PEG: Okay. Well, I'm sorry
about the audio.
5 I'm not sure what's going on.
Let me just reiterate a little
6 bit about the misconception time
line.
7 The private universe as far as
work done by Phil Sandler from
8 Harvard several decades ago and
it really was one of the
9 groundbreaking studies that
showed that science
10 misconceptions are prevalent and
very resistent to change.
11 Basically Phil went out and
interviewed Harvard graduates
12 and people on the street to find
out what they though about some
13 basic science conceptions. And
it was obvious from the
14 individual taped responses they
did not know even the most basic
15 of science ideas. He expanded
that to a search of
16 misconceptions and thinking of
children in middle and
17 elementary called, Mind of My
Own, an excellent series. And I
18 would say I put links to all of
these project ins the notes
19 section.
And the Mind Of Our Own has a
20 lot of posted videos that you
will find fascinating.
21 But, Triple AAAS Project 2061,
they produced benchmark literacy
22 and along with those benchmarks,
they pulled together a lot of
23 misconception research that had
been done up to that time.
24 And that was actually used then
in the production of the Atlas
25 Science Literacy tied to
misconception.
1 About the same time, the
National Science Education
2 standard came out, they did not
do that a lot with
3 misconception research. But
what I would like to let you
4 know that in 2012, the framework
for K-12 science education came
5 along using a lot of
misconception ideas from the
6 Atlas Science Literacy and of
course all that is material for
7 the next generation of science
standard.
8 So if you're interested in
delving into more of, this the
9 expectation is that teachers
once they start learning their
10 way around the next generation
science standard, will also take
11 a look at some of the great work
and misconception of
12 information when they are
developing materials for
13 questions.
Let me take a breathe here and
14 see if there are any questions
that we need to get to.
15 . Do everybody had audio now?
>> BRUCE: Yes, you sound great.
16 Just a note for everyone, Peg
has mentioned that she has put
17 together extensive notes for
each one of her slides and she
18 has.
I will also -- this entire
19 presentation with notes is on
the wicki in PDF format along
20 with the link to the archive.
I will send out an attached
21 version of the PDF if I'm able
to get it out before everyone
22 gets signed into the wicki.
Just so folks know.
23 I don't see too many questions
here.
24 >> PEG: Let's move on. Here's
some ideas about finding out
25 what your students think.
Listen to their explanations
1 before the unit or lesson.
You can do this in small
2 groups, having representations
of what they think and to
3 explain it.
Formative assessment or both
4 and some of you are using these
quite frequently. I'll just
5 give you an example here of a
probe in a minute.
6 These are being highlighted in a
lot of the work found at ASCD
7 but the uncovering student ideas
is also the website for the
8 Harvard Smithsonian project on
misconceptions.
9 I put in the lower right hand
corner, one of the pages, one
10 of it will more prolific writers
in science education.
11 She has four books in uncovering
ideas in science. These ideas
12 and formative assessment I think
can be very helpful, in planning
13 lessons and things you can take
right out and use tomorrow. So
14 let's take a look at a typical
formative assessment and this
15 you don't have to write anything
down or answer questions. I
16 just want you to think about
this.
17 Where did most of the matter
that makes up the wood and
18 leaves of this huge tree come
from?
19 Now, you can probably guess what
students might say about this.
20 They would say that the tree
sucks up water and minerals from
21 the ground and mixed with the
leaves. They might have
22 something to do with air
exchange with the leaves. And
23 some students even don't think
that plants are alive, that they
24 don't eat and some students
think that they do eat.
25 They think that the sun is food
for plants. The students have
1 some very interesting ideas
about the usefulness of plants
2 and of course, this whole
understanding is key to
3 understanding the carbon cycle
or understanding the role of
4 trees, and minimizing carbon or
expanding carbon sequestration.
5 So having them understand the
true exchange of gases and the
6 development of starch that is
stored in other parts of the
7 plant from light that comes from
the sun.
8 So it's a more complex system
here that you probably would not
9 be able to -- the whole idea is
that light and interaction clear
10 fill trucks light energy in to
make flood and carbon dioxide is
11 molecue that are actually going
to be put in the starch
12 molecues and that is stored over
the various parts of plant. So
13 students don't understand that
carbon dioxide which is a gas
14 and to them, a gas may not have
weight. If they don't understand
15 some of the basic principles and
so they don't understand that
16 something like carbon dioxide
could produce a tree and that is
17 very baseline science concept
that students need in order to
18 understand the climate cycles
and earth systems.
19 So, when I said, you can ask
them their ideas and sometimes
20 you can do this informally and
this is a more informal system
21 that I ended up using and asked
them for their ideas and wanted
22 them to explain the evidence
that they had to support those
23 ideas.
And so working in a small group
24 in this case, we were getting
ready to take a look at the
25 basics of the moon. I asked
then to brainstorm different
1 explanations which gave students
a change to put together the
2 phases of the sun of their idea
and to give possible
3 explanations about how that
happened. And they could do
4 that in a non-threatening way in
a small group. And then, they
5 would explain it to each other
or they would explain it to
6 their educator, the facilitator
in the room and they would keep
7 it and then, take a look at it
again at the end of the unit and
8 see if they still agree with
these.
9 Science misconceptions remain
prevalent and resistant to
10 change. But it is breaking down
some old understandings and
11 building new ones. This
sometimes take a lot of time.
12 And so, teachers and formal
educators need to be very
13 patient with students as they
try to understand and to
14 formulate mental structures.
However, students are really
15 good at scanning systems. So
don't be fooled.
16 Students will dress up an idea
and use terminology that you
17 provided. And older students
will use more sophisticated
18 terminology. But unless you
really get down to the root of
19 the understanding, they might
not be able to give a correct
20 explanation.
I wanted to show you some
21 resources that you find an
interest in some of these earth
22 science and planet
misconceptions.
23 We put together some documents
on this website. This is the
24 climate page live with a project
of many agencies and
25 organizations that NOAA is a
partner of this. It has been a
1 series of webinars and there
will be two webcasts next spring
2 that I want to call your
attention to.
3 This is the educator tool kit
and you will find that for the
4 teachers section of this kind of
change website.
5 And you will see there, that
there is a lot of information
6 about earth, the misconceptions
but also, a role playing game
7 called Climate Conversations
which gets at some of the more
8 specific climate misconceptions.
That is why we have the young
9 adults and adult population and
a chance for the students to
10 practice role playing. This
would actually be very good for
11 informal and college-age groups
as well.
12 I would also tell you that if
you're interested in
13 specifically climate
misconception skeptical science
14 has a very good web site and
app.
15 The website also is if you
scroll down, has some sections
16 about climate change of the
past, a lot of really great
17 activities and chronology,
pollen, coral , and then, state
18 of the planet.
You will see some of these are
19 power points.
Some of these are documents of
20 note.
And then, on the right-hand
21 side, there is a section called
Human Health Perspectives.
22 These are looking at climate
change from the perspective of
23 what will happen to things like
vector-borne diseases and there
24 is also a section here on
acid-based chemistry and ocean.
25 And finally, I would make
mention that these on that same
1 page, climate change impacts a
lot of these or and sea grant
2 community.
And at the bottom is a climate
3 change tool kit which is a set
of activities that's related to
4 regional interest of climate
impacts on specific species,
5 plant animal and ocean.
What you can do, I might
6 highlight the transit
consequences.
7 This is what's called and there
is a sample there that was
8 created on to show you how this
operates if you want a really
9 fun activity that gets teachers
and audience and uses adults and
10 and students. But this activity
takes a look at some trends or
11 consequences in the center of a
piece of paper and you work out
12 taking a look at some of the
impacts and consequences that
13 will happen if that trend
continues.
14 It's a great way but it's also a
great way for students to start
15 thinking about what happens if
something were to occur.
16 >> Bruce: Peg, this is Bruce.
We have had some comments and I
17 noticed this as well that you
are cutting in and out and
18 occasionally with your voice. I
believe if you would just slow
19 down a bit, then the software
could process a little bit,
20 that's all. It might help.
And your audio has cut out yet
21 again.
>> PEG: Is it better now?
22 BRUCE: yes. Now, I can hear
you.
23 >> PEG: all right. These
imagines are from around NOAA
24 and these imagines also require
a little bit of perspective.
25 And if you were to show these to
your students or your audiences,
1 would they be able to understand
even if you explain these
2 imagines, would they be able to
understand what they are seeing?
3 I just want to bring out
something that i think is not
4 talked about very often. And
that is the idea of spacial
5 abilities and this goes along
with misconceptions because I
6 think a lot of students build
imagines on misconceptions
7 based on what they see. And if
their spacial abilities are not
8 up to a level, they will have a
difficult time understanding
9 perspectives, being able to
visualize things.
10 Many adults cannot -- are
lacking in spacial skills.
11 We have seen some documentation
that males generally are a
12 little bit better with these.
But there are some specific
13 strategies that can help impact
the performance and retention of
14 students in this area and
probably help them to understand
15 some of the things that
geoscience and the atmospheric
16 science and geology of our
world. These are some of the
17 areas that are also impacted by
not having or having good
18 spacial skills.
And these are three types of
19 spacial skills that if you're
interested in delving into this
20 topic. I put some links on
there. But the issue here is
21 that many students do not have
the capabilities and that is
22 essential for good science
investigation. See what they
23 want to see, or expect to see,
not what is really there.
24 And so, we need to provide as
many experiences as possible to
25 develop some better visual
understandings and this might
1 require a little bit of class
time in order to help them three
2 things from different angles.
Specifically, I wanted to point
3 to the little mountain at the
top right. That little mountain
4 model is asking the student to
visualize the mountain from
5 their perspective of a doll.
And a lot of students even in
6 high school cannot draw what
that doll would see from that
7 other perspective.
And so, what I might suggest is
8 that you focus on depending on
the age of the audience, that
9 they might do some of these.
These are factors that probably
10 had a lot to do with the
development of spacial skills as
11 the students growing up but
these are the kind of things
12 that we can also work into our
in-school and after school
13 programming that would help
students in the development of
14 those skills that are so
critical for science
15 understanding.
So, how often do you ask your
16 audience to draw? Time for a
question? And I'll ask Bruce to
17 keep track of this. Is the
poll open?
18 >> BRUCE: Yeah, we are about
85 percent. Just another moment
19 and we will close it up.
>> PEG: All right and because
20 my machine is showing my screen,
I can't see the results.
21 >> BRUCE: That's okay. Okay,
we're going to close it up now.
22 3, 2, 1.
And now, can you see that Peg?
23 >> PEG: Nope.
>> BRUCE: Well, it says never
24 the is one1 percent. Once a
week is 46 percent. One a month
25 while is 21 percent. And once
in a while is 22 percent.
1 >> PEG: all right. Thank you
very much. So why do I have my
2 students draw? Well, let's take
a look.
3 To develop their students
observation skills. To develop
4 visual literacy. To make
connections between observations
5 and ideas. Encourage
creativity, practice
6 representing and communicating
ideas. And revealing -- this is
7 tying back to the first part of
the presentation -- revealing
8 their misunderstanding and
misconceptions. I would submit
9 to you that it would be
worthwhile for A, you to spend
10 time helping the student be able
to draw on what they are
11 observing.
And B, that the students that
12 are extremely good students at
memorizing materials probably
13 got to have the hardest time
doing this. I did a little
14 field study and it was found
that the students with the best
15 spacial abilities, at least in
my study were those students
16 that had some art classes in the
past. And noticeably, there was
17 a honor student who failed
miserably at the spacial
18 reasoning test but the special
Ed student with art classes did
19 well. So it had nothing to do
with skill in the classroom. It
20 had to do with training and
drawing and sketching. So,
21 here's a book I would
recommend, Drawing On The Right
22 Side Of The Brain. This is an
older model. There are some
23 newer ones but it was taking
students through a series of
24 tests that included taking a
look at line drawings and taking
25 a look at new perspectives and
asking students to draw what
1 they actually see, not what
they expect to see.
2 And the bottom right, you can
see self portraits before and
3 after the tests were done.
Students were much better at
4 being able to represent the
world as they see it.
5 A lot of us are stuck in the
eight to ten year old drawing
6 capabilities because we never
really had a chance to learn
7 about sketching and drawing and
and it doesn't take very many
8 lessons, because my students had
horrible spacial skills.
9 And at the end, they did much
better on a lot of different
10 science concepts than they did
before. And of course Astronomy
11 has a lot to do with
perspectives.
12 So I would suggest if you don't
already and I know a lot of you
13 already use general sketch books
but to get in the habit of
14 having students draw what they
see, draw models, draw the
15 models from different
perspectives and have them go
16 outside and do nature journals.
A lot of them do that already. I
17 would also suggest that it's
done in the classroom and not
18 just done outside. Here is
just a quick example of a
19 mapping model of taking a look
at sunsets and moon rises.
20 Students had to go out and take,
stand in their yard where they
21 can see the sunset and were
asked to make a series of
22 sketches in order to document
where the sun sets on
23 successive nights.
They also had to do this in
24 taking a look at when they could
see the moon from the sky. A.
25 Lot of people do not think that
the moon is ever in the sky
1 during the daytime and that's
because they have not noticed
2 it. And so having students
going out and making
3 observations and then drawing,
those observations is an
4 excellent way for them to
develop some skills and spacial
5 reasoning. I would also suggest
that you take advantage of some
6 of the activities that encourage
use of spacial skills. We have
7 some nice web sites that NOAA
has helped to produce. One of
8 them is called Terraviz. Another
one is Global Science
9 Investigator.
And these help students see data
10 from different perspectives and
it might help them in developing
11 good spacial skills.
>> PEG: I apologize for those
12 lapses in voice. But if you
have any questions, I will open
13 up the floor.
>> BRUCE: Where is just so note
14 that we do have a lot of time
now. Please enter your
15 questions into the question box
and we will get to them.
16 In addition, we will compile
these questions and answers and
17 send them out with meeting notes
that we will be posting on our
18 project wicki.
>>> Peg: Barbara makes mention
19 about the back of the moon,
never see the sunlight. A lot
20 of misconceptions about the face
of the moon as well. The note
21 section, the note section,
Bruce, did you put the note
22 section in the PDF?
<< BRUCE: Yes. As I mentioned
23 to some folks, all of the notes
are found on the PDF will be
24 distributed to everyone via
email and there are instructions
25 currently on the notes section
of the wicki as to how to access
1 those notes within the PDF.
Those notes will also be
2 included in the email that
everyone gets.
3 I see we are getting some
questions.
4 >> PEG: Barbara says line
drawing is powerful. You know,
5 I didn't realize that until I
had my high school seniors in
6 advanced astronomy do some of
those drawing activities. Their
7 spacial skills jumped
tremendously.
8 So I would recommend it for any
age student, even adults.
9 >> BRUCE: Let's scroll down to
the bottom. Peg, there are
10 quite a few questions I have
just gotten in.
11 >> PEG: Let me start with how
do you approach suggesting -- I
12 have to tell you that I spent a
conservative month working with
13 students on the causes for the
seasons. And I did individual
14 interviews with those students
to find out what they were
15 really thinking. And I might
suggest that something that you
16 do maybe a couple of times a
year. I know you can't do it
17 for a unit but to sit down one
on one with the student and
18 delve into what they are really
thinking without anybody else
19 around.
So I set up a table while the
20 other students were engaged in
the past sat down and really
21 have a discussion with students
about some of those ideas. You
22 will never understand
fortunately but what I found
23 helpful was that if tackling a
particularly important concept
24 like the season, I would
approach it from several
25 different ways. For example,
show the models. They had to
1 turn out the lights with the sun
globe lamp that we have taken a
2 look at through how things were
looking. We looked at things
3 from multiple angles. The same
with lunar. So, it sometimes
4 even if you try multiple ways,
you will not get to where you
5 think you want to deal with all
of the students. But your
6 question also was head on. I'm
not sure I would confront them
7 directly but I would ask them
what you think or didn't. You
8 will get some really interesting
ideas when you ask them without
9 giving them any information
ahead of time, what they are
10 thinking. And then, the key
here is how do you know that?
11 And so asking them if that's
directly and I think that is a
12 good idea too, what do you
know? What are you thinking?
13 How do you know that? And in
some cases, if your students are
14 old enough, ask them to prove
it, to set up a demonstration
15 and prove it. And sometimes
when they build that far, they
16 will think to themselves, this
is not working out so well, I
17 might have to change my idea.
So just some suggestions.
18 Although Barbara talked about
teaching global climate change.
19 This is a good time to circle
back to the difference between
20 whether a climate and the fact
that climate data is found over
21 30 years time and weather data
is an anomaly or something
22 that's happening right now which
is what that very cold weather
23 was. But if you look at that
that was not the coldest that
24 it's ever been. It's been that
cold before. So, I would circle
25 back and talk about the
difference between weather
1 climate.
>> BRUCE: You should actually
2 repeat Barbara's question
because none of the participants
3 can see the individual questions
that are typed in.
4 >> PEG: okay. Barbara said,
since we are discussing global
5 climate what ideas do you have
in teaching during this artic
6 cold snap versus global warning?
I would suggest that this is the
7 time to circle back and focus on
the difference between climate
8 and weather. And so what we had
with this cold snap is weather.
9 Global warming, or climate
disruption as some people might
10 say or climate change is a much
longer term event done over 30
11 years. So and we do have a
great activity power point on
12 the wicki about the difference
between climate versus weather
13 and you might want to take a
look at that.
14 It's a great classroom
resource.
15 April says they tried to
incorporate journals. And my
16 question was disappointed
results. They are vague and
17 lack detail. I would suggest
getting students to include more
18 details. I would go back and
include maybe a couple of
19 lessons in sketching and take a
look at the book, a Drawing On
20 The Right Side Of The Brain for
some ideas about how you might
21 get your students to start
looking and observing and
22 reporting better detail. That
might be helpful. Yes, and
23 Elizabeth says even
kindergartens can do this.
24 Janet has a great idea watching
the moon move through a window
25 across Indiana and like the moon
created a graft and that is a
1 great idea.
>> I would suggest taking that
2 little attitude outside of
having them document other
3 things, other movements like the
movement of the sun and timing
4 it. She says simply
superimposed draft over local
5 pictures of the moon during this
day and night. Great idea Bob
6 Meyer says we would be able to
share what we found to be
7 successful on the wicki?
Perhaps Bruce, we can set up
8 something that shares some of
these good ideas.
9 >> BRUCE: yes, absolutely. You
know, whenever anyone puts an
10 entry onto their own personal
wicki page and makes a change to
11 the wicki, that change then goes
out and everyone can then see
12 what that person has written.
So if you have any
13 recommendations or thoughts
about a particular webinar that
14 you would like to share,
everyone will be getting access
15 to the wicki later on this week.
There will be times when you
16 will be meeting with your
regional leaders and they will
17 be discussing with you how to
post and access this.
18 In addition, you can set up a
forum if people are interested
19 in sharing classroom ideas like
we had before.
20 >> PEG: Bruce, I'm happy to
continue asking questions. Do
21 you want me to continue?
>> BRUCE: Sure, absolutely. I
22 think we probably have another
five minutes for questions and
23 then I have a few brief
announcements, one or two very
24 brief announcements and then, we
can wrap it up for this evening.
25 We had a great attendance,
approximately 140 people here
1 this evening which has been
wonderful to share this time
2 with you.
>> PEG: All right. Billy Mason
3 asked, what about analogies do
you use to overcome scientific
4 research due planned by mass
media, politicians and so on.
5 There at lot of great analogies
out there and one of the great
6 things about this community is
that you will be hearing from a
7 lot great scientists in the
future this year. This is I'm
8 not a climate science I'm an
educator I have spent 26 years
9 in the classroom. I had a
school in college and then, I
10 moved to the federal Government.
So my perceptive is not as a
11 climate scientist. And you will
hear from some preeminent people
12 who are working in climate
science and hopefully they will
13 have some analogies for you too.
Again, I would suggest you do
14 things like go to some of the
chat like skeptical sites or and
15 some of those plugged into the
climate community which is
16 extreme active and take a look
at some of the analogies and
17 information. They will usually
preference it with something
18 about the misconceptions and
give you some ideas of how to
19 dispel that.
So also check out that website
20 that I pointed you to at climate
change.org misconceptions and
21 the earth scientist
misconceptions. Both what the
22 public thinks and then what the
issue is. And the true
23 explanation. So check out those
documents on line.
24 And Florence asks what if some
students feel shy to draw? That
25 is a problem. If you would --
if some of those students would
1 feel better about producing
their own journals at home, it
2 could be a homework assignment.
But if you're asking them to
3 take something home, what I did
for some students in fact, even
4 for makeup work is I said put
these glasses on the table,
5 different shapes and sizes and
then draw those glasses from
6 three or four different sides of
the table. And so that's just
7 an exercise in being able to
draw what you see from different
8 perspectives And so you can get
them to do drawing activities to
9 do at home to practice looking
at perspectives but also,
10 detail.
And Chester says you have
11 recommendations for highlighting
this opportunity on social media
12 sites? By opportunity, I guess
I'm not sure. Are you talking
13 about climate stewards or
something else? I guess I need
14 more information about that. I
really enjoyed -- Stephanie
15 says, I really enjoyed the
activity presented in which the
16 students support their
preliminary ideas with evidence.
17 Do you find this highlights
other misconceptions concept, to
18 help you mold future lessons to
do this? Well, that is you
19 know, unfortunately, a lot of
what students see in public
20 media but unfortunately
sometimes we as teachers are
21 guilty of adding to their global
misconceptions. The nice thing
22 about asking them to take a look
at their preliminary ideas with
23 evidence is to have them sit
down and talk with others about
24 these ideas. And sometimes just
the act of chatting with other
25 people involved about their idea
gets them thinking about that
1 reflection is very powerful.
And so, you may not be able to
2 dispel misconceptions completely
but at least, it gets them
3 thinking about their thinking
which is really just tremendous.
4 So I would not worry about
them, you know, developing more
5 misconceptions. They all have
misconceptions and they all --
6 and we all have them until we
die, I think. The Environmental
7 Literacy Framework has great
activity and to help students
8 understand the difference
between climate yes, yes.
9 And Wanda says climate is
what you expect.
10 And Jan, has a good idea to
comment that maybe you can work
11 with art teachers on drawing
skills. That is a perfect
12 example of good cooperation.
And Billy says, do we have any
13 suggestions for educators,
in-service teacher about their
14 own misconceptions and how we
need to direct those? I think
15 it does not make any difference
if you're 5 or.50. We all have
16 some misconceptions and we need
to kind of be made aware of
17 those and to develop the correct
science ideas. I might suggest
18 that if I were working with
in-service teachers that I would
19 go back and take a look Mind of
My Own series at that line of
20 our own series and those two
things are some of the most
21 eye-opening sets of videos that
I think I have encountered in my
22 education career and they would
be great fodder for talking
23 about misconceptions and having
teachers take a look at their
24 own science ideas and it would
be a great starting point for
25 some tremendous PD.
Clarie says is there a
1 cooperation learning structure
where kids can draw? Okay.
2 It's a statement and thanks.
It's a cooperative structure,
3 kid write with a partner. Great
idea, great idea. And Heather
4 would love a forum and Barbara
says, nice dissertation topic.
5 Good. Tucker says oh climate
is there a group on linked in.
6 Not that I know of, Tucker.
Certainly you can put it on your
7 resume or professional
profile. Academic
8 conversations? Clarie, I'm not
clear on that. Profiles: I'm
9 not clear on that but I will
certainly take a look at it
10 tomorrow. Look at the
photographs suggest is it great
11 way to get started with helping
students understanding what they
12 think they are asking from
space. Avery useful skill and a
13 lot of data. That data is
required hat you have that kind
14 of perspective from above. And
you need to make sure that your
15 students are understanding those
kind of perspectives. The
16 videos, Janis on one of the
slides just looked up a Private
17 Universe, and Minds of Our Own.
And those videos are on line and
18 you can look at them and be
amazed.
19 >> BRUCE: Peg, actually, we
have just about another minute.
20 Billy has a good question asking
if there are any suggestions for
21 educating in-service teachers,
their own misconceptions and how
22 they need to address their own,
themselves.
23 >> PEG: Yeah and that again, I
think would start with a Private
24 Universe and Minds Of Our Own.
And then, take a look, you can
25 delve into your own formative
assessment as classroom starting
1 tool. Take a look at the earth
and climate misconceptions that
2 are from the document on climate
change live work. Those two
3 documents have lists of common
earth and science
4 misconceptions. And then, there
are separate climate
5 misconceptions both of those
documents would be a great
6 starting point for discussion in
any in-service or pre-service
7 classroom to get started. These
are great websites. I'm going
8 to share that out too. I was
unaware of that one.
9 >> BRUCE: Yes, thanks Peg. We
just have a couple of minutes
10 left and I just have a couple of
announcements to make. By the
11 way, just so you know, if you
send -- type your email here in
12 the next few moment, then type
a question in here, in the next
13 few moments, they from go to
figure and we will include
14 those in everyone's notes in the
wicki we can all share and
15 comments that you have.
We will share those while we are
16 increase up some of of these
comments. I would like to thank
17 Peg for giving such a wonderful
fall and comprehensive
18 presentation on misconceptions.
>> PEG: Sorry for the sound
19 problems.
>> BRUCE: That's okay. I
20 would say that probably
98 percent of it came out pretty
21 clear. So we are looking good.
>> PEG Great.
22 >> BRUCE: It is all being
recorded so we're good and will
23 be able to get people to those
archives as well. So right now,
24 I'm just going to take back the
presentation for just for these
25 few notes. And let everyone
know that as I said earlier, a
1 poll will be going around. So
we would appreciate if you would
2 just stay on your email for
just a few moments after we
3 close out.
In addition as I mentioned, the
4 Climate Stewards book club,
Monday, January 27, Peg is going
5 to be leading a discussion on
flight behavior, if you have not
6 already and if you would like to
join the book club. And
7 finally, there is a climate
change webinar which is going
8 to be on Wednesday, January 29
starting at 7:30 p.m. and focus
9 is going to be PD programs for
climate change education. And
10 there will be a presentation by
myself, by the , by the
11 segmenter foundation as well the
Alliance for Climate Education
12 focusing not only on
professional development
13 programs but also, resources.
You can fall asleep during my
14 presentation because I am going
to be talking a little bit of
15 climate change but I know for a
fact that the ones on the
16 Alliance Climate Education are
going to be really terrific.
17 So with that, we will stay on
line for another moment or two
18 if anybody wants to type in any
questions. And just so everyone
19 knows, to reiterate, NOAA has
been given access to NOAA w
20 climate change from 2014 have
access to this climate wicki
21 yet. You will be receiving
access to the wicki later on
22 this week and your regional
leaders during your regular
23 meetings will be going through
the wicki and providing some
24 instruction as to access the
resources and accessing your
25 wicki page and contributing to
it. And someone is asking about
1 the date of climate change
webinar is going to be on
2 January 29th. Wednesday at
7:30 p.m. eastern time and
3 that's going to be on the
climate change live website. To
4 sign up for climate. Thanks so
much for joining us this evening
5 and we look forward to
connecting with you via your
6 original leaders via the wicki
as soon as everyone access and
7 next month's webinar. Thanks so
much. Bye-bye.
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25