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College climate change course paper published

miaspics063206.jpgYounkyeong Nam, Research Associate with the STEM Education Center, was the lead author of a recently published article in the 2011 Journal of Geoscience Education, 59(4).
The article is available in the Journal of Geoscience Education.

For the past 10 years, a climate change course has been offered at a large Midwest university. This course has been focusing on improving college students' scientific knowledge of climate change and human interactions using historical evidence as well as improving their information literacy in science through a course project that requires students to prepare a group presentation and a paper about an example of historical evidence of climate change and human interactions. This study evaluates the course's impact on students' learning of climate change and human interaction and improvement of information literacy in science based on students' responses to several questionnaires and interview data collected through the academic year of 2009. Results show that even if individual students had a different level of background knowledge of climate change and human interactions before the course, their content knowledge improved through the course. The students agreed that the course positively affected their information literacy in science (climate change) and interest. However, they neither disagreed nor agreed that they learned science knowledge relevant to their everyday lives and current socioeconomic issues related to climate change. They also thought that their environmental behavior did not change much as a result of the course.

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