Empowering Student Action Through Climate Literacy Development

Abstract

In light of the International Panel on Climate Change’s findings, this article underscores the detrimental effects of climate misinformation in the United States and its role in impeding public understanding and action. Leveraging the power of education, an eighth-grade 5E instructional unit is introduced to foster students’ climate literacy by delving into the human-induced causes of climate change. Through the 5E instructional model, students are presented with diverse materials, activities, and projects. These include discussions on climate change activism, interactive simulations, and experiments mirroring Eunice Foote’s groundbreaking work, culminating in a student-produced video project highlighting climate change causes. By melding social perspectives and rigorous scientific exploration, this NGSS-aligned unit draws from relevant climate literacy research and aims to produce a generation of students equipped to actively and knowledgeably participate in global climate discourse.

Keywords:

• Climate Change
• Student Action
• Climate Literacy
• Science Communication
• Argumentation

Additional information

Notes on contributors

Jocelyn Miller

Jocelyn Miller ([email protected]) is the Program Manager of Education at the E.O. Wilson Biodiversity Foundation, Gina Childers is an assistant professor of STEM Education, and Rebecca Hite is an associate professor of STEM Education in the College of Education at Texas Tech University in Lubbock.