NCSE Director of Teacher Suppport Brad Hoge explains the rationale behind our misconceptions-based approach to climate and evolution education.

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We welcomed our first eight NCSEteach Teacher Ambassadors in February through the Turning Misinformation into Educational Opportunities (TMEO) Workshop at George Mason University. This group of teachers developed a unit of 5 hands-on lessons on climate change and field tested them throughout this past semester.

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We've chosen 10 amazing teachers to participate in the NCSEteach Teacher Ambassador Program Workshop for Evolution at Georgia Southern University in July. This is the second workshop conducted through our Teacher Ambassador Program (TAP), and the first focused exclusively on evolution.

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In a new exciting venture with several partners, I have come to greatly appreciate the many science-based resources for teachers housed at the U.S. National Oceanic and Atmospheric Administration (NOAA).

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In part 1, I observed that there are two obstacles that might seem to face teachers wanting to use recent extreme weather, like Hurricane Harvey, in teaching about climate change: the complexities and uncertainties involved in attributing specific weather events to global climate change on the one hand, and the tendency of the opponents of teaching climate change to portray those complexities and uncertainties as admissions of ignorance and error.

from the Texas Water Development Board

 

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