Using Content Area Reading to Support an Interdisciplinary Storyline Involving Climate Science

• Ted M. Clark ^[1] ; Caroline T. Clark ^[1] ; Sophia Jeong ^[1] ; Jason Cervenec ^[1]
  1. [1] Ohio State University

     Ohio State University

     City of Columbus, Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 101, Nº 9, 2024, págs. 3823-3831
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Addressing the complex and politicized issue of climate change requires innovative educational approaches that transcend traditional disciplinary boundaries. This article describes the development of a collaborative interdisciplinary General Education (GE) course, “Climate Science Chemistry, Education, and Citizenship,″ to merge STEM with non-STEM subjects and address learning objectives that involve personal growth, critical thinking, self-reflection, and informed action. Within a semester-long storyline, the strands of content learning, process, and action are combined and addressed by using content area reading and disciplinary literacy resources. In this Perspective, design considerations of the course are discussed along with educational strategies aiming to cultivate informed, critical, and active citizens ready to tackle the challenges posed by climate change.