What do ISO 14000 and 4-ESS3-1 have in common? Both are standards. The first is a family of standards from the International Organization for Standardization developed in 1996 to “help organizations…minimize how their operations (processes etc.) negatively affect the environment (i.e. cause adverse changes to air, water, or land)…”
NCSE was involved in developing a series of guides for educators to use the National Climate Assessment to teach about the causes, effects, and risks of and possible responses to human-caused climate change.
NCSE is pleased to announce the next of a new series of on-line workshops aimed at broadening and deepening the networks that make our work possible. The next workshop focuses on on-line petitions as a tool in science education advocacy, with advice about how to write, promote, and use such petitions.
NCSE is pleased to announce the next of a new series of on-line workshops aimed at broadening and deepening the networks that make our work possible. The next workshop focuses on involving students, who have a direct stake in the integrity of science education, in science education advocacy.
"What are they teaching your kids about global warming?" askedNational Journal (June 26, 2014). The answer is provided by "a patchwork of climate instruction guidelines that largely leaves teachers to their own devices, facilitating massive disparities in global-warming education from school to school and state to state."
"Political debates surrounding climate change and creationism are now making their way into America's schools, as more states are deciding whether to adopt or reject new common science standards "that put a greater emphasis on controversial topics like global warming and evolution," according to US News and World Report (June 20, 2014).
A new Bloomberg News National Poll included (PDF) questions about whether climate change is a threat, whether it is worth increasing energy costs to prevent climate change, and whether scientists are to be trusted about climate change.
In reading about the hoopla and choreography around the new EPA power plant regulations and thinking about the “teachable moments” the new regs offer, I can’t help but wonder: Would the situation today be different if we’d included human impact on the climate system—the causes, effects, risks and possible responses—in science education over the past 50 years?
I’m a pretty enthusiastic person. In casual conversation, I don’t shy away from hyperbole and tend to think a lot of things are “the best thing ever.” But truly, truly, getting a position with NCSE, having my very own NCSE avatar? Best. Thing. Ever.