• Global Climate Exchange Design

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1. can we enable new forms of science learning through peer collaborations that make connections to geographical differences?

  • can a kid in Norway "collaborate" with a kid in China to discuss science topics in relation to differences between their countries, in terms of climate change issues, etc.

2. How can we build connections between the broader classroom curriculum (inquiry activities, etc) and the online peer exchanges?

  • Can students take away some questions that they have to deal with
  • what structures will we need?

research strategies

  • break down the science into some fundamental elements either of science (greenhouse gas emissions, ocean currents, and weather patterns, or issues (invasive species, water supply, habitat destruction)
  • design a pretest that leaves the questions about global climate change non-localized - ie, just ask them about the impacts of climate change, the issues that are appearing, and the interdependencies (listing specific science to support your statements)

pedagogical strategies

1. explicit pairing of kids from different countries
2. specific scaffolds that students need to complete, i.e., student reflection about what their take-home message, issues, questions, etc were from the exchange?
3. structured design of issues, building connection to categories of relevant science.
– invasive species
– habitat desctruction
– weather patterns
– greenhouse gas production

4. split an inquiry project into tasks

  • china adds an issue
  • Canada tries to interpret the cause and explanation
  • Norway compares this to their country

Design

  • pretest
  • survey all the issues
  • initial discussion - questions and aanswers for international peers
  • science activity -take each issue and connect it to the other two countries
  • science discussion
  • post-test.

technology and materials design

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