Climate Change: An Opportunity for STEM Education

Dr. Mubina Schroeder is an Associate Professor at Molloy College and is a Kappa Delta Pi United Nations Professional Representative.

In preparation for the upcoming Climate Change Summit at the United Nations, Secretary-General Antonio Guterres stated:

“We need rapid and deep change in how we do business, generate power, build cities and feed the world.” 

Climate change and its far-reaching effects on the lives of everyone in the global community represent a unique challenge for society—and a unique opportunity for science, technology, engineering, and math (STEM) education. STEM educators often contend with ways to promote scientific literacy.

How can we create the next generation of critical thinkers, creative problem solvers, and solution engineers?

One pathway is to promote awareness of socioscientific issues (SSI). Zeidler and Nicols (2009) describe SSI:

“Socioscientific issues involve the deliberate use of scientific topics that require students to engage in dialogue, discussion and debate. They are usually controversial in nature but have the added element of requiring a degree of moral reasoning or the evaluation of ethical concerns in the process of arriving at decisions regarding possible resolution of those issues. The intent is that such issues are personally meaningful and engaging to students, require the use of evidence-based reasoning, and provide a context for understanding scientific information.”

Climate change is an issue that affects every corner of the world, and students in every classroom may be witness to some of its effects. 

Several regions in the world have experienced unprecedented heat waves, water shortages, and extreme weather events–all because of climate change. The beauty of teaching using an SSI approach is that socioscientific issues often are complicated and multifaceted–allowing STEM pedagogues to be creative in teaching about them.

Some great resources on teaching about climate change can be found here:

References

Zeidler, D. L., & Nichols, B. H. (2009). Socioscientific issues: Theory and practice. Journal of Elementary Science Education, 21(2), 49.

KDP & The United Nations

Rodriguez-Kaitlyn_blogHi, my name is Kaitlyn Rodriguez, and I’m a recent graduate of St. Joseph’s College in New York. I was the founding chapter president, now alumna, of the Alpha Theta Omega Chapter. I’m also a representative of KDP to the United Nations, as a Non-Governmental Organization (NGO).

Learn all about how Kappa Delta Pi is connected to the United Nations and how you can get involved!

WHAT ARE THE UN GOALS?

In 2015, the United Nations adopted The 2030 Agenda for Sustainable Development. This initiative is a way for nations across the globe work to together to better the world in which we live. The 17 SDGs, or Sustainable Development Goals, are the 17 categories of improvements that the UN came up with. These goals are:

  1. No Poverty
  2. Zero Hunger
  3. Good Health and Well-Being
  4. Quality Education
  5. Gender Equality
  6. Clean Water and Sanitation
  7. Affordable and Clean Energy
  8. Decent Work and Economic Growth
  9. Industry, Innovation, and Infrastructure
  10. Reduced Inequalities
  11. Sustainable Cities and Communities
  12. Responsible Consumption and Production
  13. Climate Action
  14. Life Below Water
  15. Life on Land
  16. Peace, Justice and Strong Institutions
  17. Partnerships for the Goals

WHAT DOES KDP HAVE TO DO WITH THESE GOALS?

The hope is that by the year 2030, each of these goals will be achieved, or at least progress will have been made toward each goal. So far, much work has been done on these goals by various groups and organizations, including Kappa Delta Pi. KDP is considered a non-governmental organization, of which there are 200+ involved with the UN and these SDGs.

Kappa Delta Pi has a group of dedicated members working specifically on these goals. Known as the Youth Representative of KDP, I personally have done my best to incorporate what I learned about these goals into my chapter as well as the community around me. The other members of this group are working on their campuses, in their schools, or in their fields to make an impact on those around us. Collectively, we’ve held events in support of the SDGs, including speaking with chapters and attending and presenting at conferences such as CTAUN and the 2019 American Educational Research Association Conference (Toronto, Canada), and incorporated the goals into units of study for schools. At this year’s Convocation, there also will be a presentation by members of this group, so be sure to check them out!

HOW CAN I HELP?

As Hellen Keller once said, “Alone we can do so little; together we can do so much.” With your help as a dedicated member of KDP—a member who took a vow to work toward bettering the future of your students and community and toward providing quality education for all—you can make a difference. If everyone made one small change in their lifestyle, classroom, or community, the world would be positively affected. It’s up to you to help make the world a better place. Find what you’re passionate about and work toward that goal. Incorporate the goals into your unit plans, show your students videos on the effects of living a sustainable life, and show tolerance, peace, and justice inside and outside your classroom. Expose your students to current literature and read them books about pollution, energy, and things happening in the world around them.

As an educator, you share responsibility for your students’ futures. You are the reason they know how to write. You taught them how to add and subtract. You explained how to write argumentative essays and persuasive essays in which they argue for a change that mattered to them. Show students how to do some good with these skills. Teach them real-life applications. Many times, especially as students get older, they lose touch with their purpose and don’t see the point in going to school or doing good in their community. By showing them that they can make a tangible impact in their environment, and better their lives and the ones to come, they will find their purpose, and maybe even a passion they didn’t know they had.

RESOURCES

If you want to find out more about these goals, and see what changes have been made thus far, check out this link: https://sustainabledevelopment.un.org/?menu=1300

For information regarding the 2030 Agenda, follow this link: https://sustainabledevelopment.un.org/post2015/transformingourworld.

What do you want to be when you grow up?

Dr. Yvonne Skipper

Today’s blogger is Yvonne Skipper, who co-authored with Eloise de Carvalho to write “’I Have Seen the Opportunities That Science Brings’: Encouraging Girls to Persist in Science,” which appears in the latest issue of The Educational Forum.

This time-honored question, which children across the globe are asked with regularity, can lead to surprising responses.

Beyond the whimsical “princess” and “unicorn” to the heart-warming “happy,” children often have strong ideas even before they reach school.

However, as children get older and learn more about the world, these ideas can change.

For example, we cannot all become a real princess like Megan Markle! Sometimes these views change, not because of how children see the world, but because of how the world sees them. Society may openly or subtly suggest that certain jobs are for men and others for women.

This view can impact the subjects and careers children choose, as illustrated in this brief video.

There is currently a huge demand for STEM (Science, Technology, Engineering, and Math) graduates in the workforce. Those with a STEM background are valued not just in the science-based jobs, but also in other roles where the ability to think critically, analyze data, and evaluate evidence is prized.

However, often children are not interested in STEM subjects, seeing them as “too hard” or “boring,” and they are even less interested in scientific careers. When you look at those who do continue in science, typically you find more boys in STEM subjects, such as math and physics, and in pursuit of careers such as engineering. This difference is not seen because girls lack talent in these subjects. In fact, girls often perform better than boys, receiving higher proportions of the top grades. So why are these talented girls less likely to continue in STEM than boys?

It has been suggested that we choose our subjects and our careers based on whether we think we can succeed and our values.

Boys are more likely than girls to believe they can succeed in STEM, even though they are overall less likely to get the highest grades. Their belief might come from seeing so many famous male scientists, both in academia and in fiction. This can lead boys and girls to believe that men are more likely to succeed and also more likely to “belong” in science. Even the television show Big Bang Theory focuses more on male scientists; female scientists Amy and Bernadette do not appear until later seasons and are working in the more “female” fields of medicine and neurobiology. It is important that the media fully represent female scientists in their factual and fiction programming.

We also choose subjects and careers that we think we will enjoy and that we see as useful in our lives or in our communities.

Many girls choose careers where they can help others, such as teaching, midwifery, and social work. Girls often do not perceive STEM careers as “helpful.” This is interesting because, for example, designing a new wheelchair to manage rough terrain, creating inclusive educational technologies, and researching cures for diseases could have a positive impact and help people worldwide. Yet often girls do not make the connection between STEM subjects and the impact of associated careers, and may prefer a more interpersonal approach to helping.

Promoting how “helpful” science can be could potentially lead girls to develop an understanding about how science improves society.

In our Forum article, Eloise and I are not saying that girls should be pushed into science careers, but instead that women should not leave a subject or career path for the “wrong” reason, such as believing that they are less likely to succeed than others or that they will not belong. Instead it is important that we feel able to choose our subjects and career paths in line with our interests and goals for ourselves and our communities.

KDP is proud to partner with Routledge to share an essay from The Educational Forum with the education community. Access the article at Taylor and Francis Online, free through June 30, 2019.

Little Landowners: Caring for Nature

Photo credit: Devan King/The Nature Conservancy

Picture this: you’re a kid, it’s a sunny yet breezy summer afternoon—one that you wish would never end.

You’re hiking on trails, then make a mad dash through a corridor of pine trees.

You get to cross a trickling creek and wander through an old hay field that’s slowly returning to forest. When you’re done exploring you try to locate your very own piece of this amazing place.

Your spot? Yes – a piece of land that’s just for you, inside the Children of Indiana Nature Park.

The Children of Indiana Nature Park (Park) is nestled in eastern Indiana, spanning over 30 acres on the Cope Environmental Center property. A creek, a hay field and rows upon rows of pines are found here. The Park is the perfect place to enjoy the great outdoors, then zoom in your spot using GPS coordinates that are yours only.

Where do these coordinates come from? They come from your “Nature IN-Deed,” a special gift from the State of Indiana. In celebration of Indiana’s 200th birthday, every child in Indiana was given the opportunity to own a piece of nature. Kids can download their Nature IN-Deeds at ilovemyland.org.

The State—and the other partners involved in the Park—want this Nature IN-Deed to be the stepping stone that will get all kids outside and start reaping the many benefits of nature.

Our society has seen a major shift in how children spend their free time.

Photo credit: © Jessica Scranton

Before screen time, extra-extracurricular activities, and jam-packed schedules kids grew up exploring their backyards and discovering outdoors during their exploration. Since the 1990s, time spent outside has since been replaced with technology and organized activities.

In fact, only about 10% of children spend time outside compared to 40% just a generation ago[1].

Parents and teachers can register their students for a deed to the Park by visiting www.ilovemyland.org. Each deed is unique to the individual that holds it; no two deeds are alike. Once registered, the student, parent, or teacher, can punch in their coordinates and find their spot, either virtually or during a visit to the Park. Children are encouraged to keep their deeds in a special place, so that they can pass down the ownership of their land to their children and grandchildren.

 

Kids connect best with nature when they play frequently and freely in a nature place near them, and for most children, those “near places” are home and school.  As educators, providing opportunities for your students to explore the greenspace at your school or on field trips can help your students receive the benefits that nature provides, and further nurture kids’ desire to care for nature.

What ideas do you have for kindling a love for nature with the students at your school?

We’d love to hear them! Comment on this post or email us at ChildrenOfIndianaNaturePark@tnc.org.

Mary McConnell

Author: Mary McConnell, Director (retired), The Nature Conservancy Indiana Chapter

[1] Oxford Junior Dictionary’s replacement of ‘natural’ words with 21st-century terms sparks outcry.   Flood, Alison.  The Guardian.  January 15, 2015.

Teachers Are So Much More Than Teachers

Hi, I’m Katelynd Dreger. This is #WhyITeach.

Simply put, I am in it for the kids.

I go to school each day knowing that my kids need me. I am not just a teacher; I am a safe person, I am a parent, I am a counselor, I am a nurse. I enjoy helping others.

After graduating with my BA in Elementary Education, I spent a year and a half substitute teaching. I enjoyed being able to help so many kids. Some days it was obvious that I was able to help a kid, or maybe two, beyond simply teaching and filling the role of ‘teacher’ for the day. While on other days, it wasn’t so clear.

I eventually moved to Southwest Kansas to teach first grade. I was amazed that I had to teach my students to put toilet paper in the toilet and flush it because some of them did not have working toilets at home. This was also my first experience with a large number of students learning to speak English as a second language. While in Kansas, I made some strides with many students, which was incredibly rewarding.

One student, with whom I had a strong connection, required my help after he had gone to second grade, and his teacher passed away in the fall. He was a very loving and caring kid, so this hit him pretty hard. His mom came to me when he started acting out at school. He and I spent some time together during my planning period the following day. We talked about what was bothering him; we cried together, and we read a favorite story. Things started going better for him after that.

I know I am not a magician. But I also know how much relationships matter. Taking time to listen matters.

Another student I had while in Kansas struggled with his anger and was a reluctant reader. We were able to work on a system together to help him control his anger. Further, through an author study on Ezra Jack Keats, I was able to get him interested in reading. I’m not sure if it was the activities we did with the books or if it was just the right thing for him or a combination. He was particularly enamored with “Peter’s Chair.” His mom shared that they had that book at home and he’s never been interested in it. Sometimes it’s all about timing. Sometimes it’s all about the relationship. Sometimes it’s both.

After teaching in Kansas, I moved back to Southwest Michigan where I taught in a small private school for a few years. While there, I had a student who moved to Michigan from out of state when his father died in a car accident. On top of all of the emotional baggage he was carrying, he also struggled to be understood due to speech troubles. Some days, he needed extra love. Some days, he needed space and a chance to sit at our calm down spot (a classroom staple, inspired by him). Some days, he needed a break from the classroom. It was challenging every day to know which of these he needed, but it was so rewarding to know when we got it right.

Now, I am in a public school again. My kids need me every day. Many of them are going through life in ways that 8-year-old should not have to.

I’ve found that relationships are critical in all settings, but they mean so much more to the learners in my current environment.

Finally, while my title is classroom TEACHER, I am so much more than that. I teach for many reasons.

  • I teach to help kids learn to read and do math.
  • I teach to help kids learn to be successful citizens.
  • I teach to help kids learn to be true to themselves.
  • I teach to help kids through their problems, both at home and at school.
  • I teach to make a difference in the lives of kids.
  • I teach to make a difference in my community.
  • I teach to make a difference in my state.
  • I teach to make a difference in my country.
  • I teach to make a difference in the world.

Connect with me on KDP’s Educator Learning Network!

Teaching Is An Expression Of My Authentic Self

Hi, I’m Mischelle Duranleau. This is #WhyITeach.

The question, “Why do you teach?” is still one that makes me pause even after 20 years as a classroom instructor.

I teach because I must. This is my best answer.

As an elective teacher in a small high school, I wear many hats. I have taught every level and form of art common in schools, psychology, sociology, health. and even home economics. No matter the specific subject and projects, I am blessed to teach much more than that. I teach students to believe in themselves, to celebrate failure, to build relationships that have a lasting impression.

It is difficult to draw one story from my memory banks that stands out as the pivotal “Aha!” moment. In twenty years, I have chosen to be open and honest with my students so that they could see how to face challenges with integrity and grit.

My true purpose is to teach the skills of embracing uncertainty and learning to be brave. When I was diagnosed with stage two, uterine sarcoma, my students shared in the emotional and physical transformation which was chemotherapy. Even though I was exhausted, bald, and frail, I made the choice to continue teaching during treatments. If I am to be completely honest, my students gave me their strength when I felt empty.

We talked openly about courage, fear, and embracing life just as it shows up.

Several years later, my school was rocked by the unexpected death of a very popular senior student months before he was supposed to graduate. His suicide rocked me to my knees. I questioned, “Was my presence of any value? Was I really making a difference?” The answer was clear when I came into the building the next day to a classroom full of students looking to me to help them navigate the unimaginable.

At that moment, I knew that teaching was more than information delivery.

Teaching is the courage to care, cry, and be human with my students. I must teach hope, integrity, and the skills needed to know that life will continue. To impart the ability to perceive and rise above to each occasion, knowing that we are in this together.

My room is a place of belonging, is safe to fail, feel vulnerable and to face life’s challenges with bravery.

I teach because it is an expression of my authentic self, essential as breathing.

Connect with me on KDP’s Educator Learning Network!

Paying It Forward: Celebrating The Impact Of Teachers On Me

Hi, I’m Jasmine Bush. This is #WhyITeach.

Currently, I am the seventh and eighth grade science teacher at Esperanza Charter School within New Orleans, Louisiana.

I teach because it is truly my passion! I am in love with instilling knowledge, confidence, and overall motivation within my kids.

I teach because of the great impact my teachers had on my life. My teachers were more than teachers; they filled the spaces left unfulfilled in my homelife, and that helped me grow into who I am today.

I teach because I feel as if it’s something that I am made to do. The work is hard and not free from stress, but I do it for our future.

I teach because it’s truly who I am; I am not just a teacher. I often act as a caregiver, social worker, parent, mentor, therapist, etc. I teach in an urban setting and my students are faced with many opportunity gaps that interfere with their academic success. I teach because I can offer a bridge for those students to overcome those gaps. I plan lessons that expose my kids to many different experiences. I teach my kids and my kids also teach me. We are together in this as a team!

I teach because I truly care about and respect offering students quality education no matter their location or economic status. I grew up in a rural small city in southwest Georgia where resources were limited. Most students went to school, graduated, and went back to work on the family farm. My teachers gave me the notion and confidence to dream bigger and that I could achieve whatever goals I aspired. I teach so I can offer these ideas, notions, and goals to my children who are also faced with the idea that they can’t reach their goals because of who they are or where they live.

I am a first-generation college graduate, and I am completing my Masters in Teaching on May 11th.

So why do I teach?

I teach because I am an example of the outcome of having compassionate, understanding, confident, and knowledgeable teachers like me can offer in developing minds to facilitate student achievement and success in life.

Connect with me on KDP’s Educator Learning Network!