Washington State’s ClimeTime Network is a groundbreaking effort that has been implementing systemic capacity-building around climate science learning, as well as broader scientific literacy, for the past 6 years. Thi...
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Washington State’s ClimeTime Network is a groundbreaking effort that has been implementing systemic capacity-building around climate science learning, as well as broader scientific literacy, for the past 6 years. This article provides an overview of the ClimeTime Network formation, framing, and implementation strengths and challenges. Additionally, the core commitments that help guide ongoing implementation efforts are detailed. The organization of the network’s ongoing operations are described and further guidance is provided to help others who are engaging in emerging systemic efforts to support climate change education and the required *** AbstractDisplay full size
The Washington StateClimeTime Networkhas been designed to build capacity for climate science learning, as well as broader NGSS implementation. As a network, we acknowledge the diversity of scientific histories and pra...
详细信息
The Washington StateClimeTime Networkhas been designed to build capacity for climate science learning, as well as broader NGSS implementation. As a network, we acknowledge the diversity of scientific histories and practices and continue to explore these variations to deepen our teaching and learning of climate science. This paper provides visions of what we mean by climate science centered learning, principles for fostering climate science learning, and guidance for capacity-building to achieve systemic implementation of climate science learning.
A survey of gifted high school sophomores and juniors revealed that less than challenging school and community leadership activities often limit student interest and involvement. The authors suggest that gifted stude...
A survey of gifted high school sophomores and juniors revealed that less than challenging school and community leadership activities often limit student interest and involvement. The authors suggest that gifted students’ willingness to participate in leadership activities will be increased by providing them opportunities for input, choice, responsibility, and meaningful influence. Specific recommendations for improving both student council and community serviceprograms are offered.
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