Promoting interdisciplinarity through climate change education

被引：0

作者：

McCright, Aaron M. ^{[1
,2
,3
]}

O'Shea, Brian W. ^{[1
,4
]}

Sweeder, Ryan D. ^{[1
]}

Urquhart, Gerald R. ^{[1
,5
]}

Zeleke, Aklilu ^{[1
,6
]}

机构：

[1] Michigan State Univ, Lyman Briggs Coll, E Lansing, MI 48825 USA

[2] Michigan State Univ, Dept Sociol, E Lansing, MI 48825 USA

[3] Michigan State Univ, Environm Sci & Policy Program, E Lansing, MI 48825 USA

[4] Michigan State Univ, Dept Phys & Astron, E Lansing, MI 48825 USA

[5] Michigan State Univ, Dept Fisheries & Wildlife & Int Studies & Program, E Lansing, MI 48825 USA

[6] Michigan State Univ, Dept Stat & Probabil, E Lansing, MI 48825 USA

来源：

NATURE CLIMATE CHANGE | 2013年 / 3卷 / 08期

基金：

美国国家科学基金会;

关键词：

CONTEXT; INQUIRY; THERMODYNAMICS; CHEMISTRY; VIEWS;

D O I：

10.1038/NCLIMATE1844

中图分类号：

X [环境科学、安全科学];

学科分类号：

08 ; 0830 ;

摘要：

Climate change is a complex scientific and social problem. Effectively dealing with it presents an immense challenge, yet educating students about it offers educators in science, technology, engineering and mathematics (STEM) fruitful opportunities for promoting interdisciplinarity, retaining talented young people in STEM fields and enhancing multiple literacies of all students. We offer three illustrative examples of interdisciplinary climate change-related STEM education projects. Each of these models is designed deliberately for implementation in the first two years of collegiate-level STEM courses; thus, they may be employed in both four-and two-year institutions. The scientific community can use climate change education opportunities to help further transform STEM education in the US and increase production of high-quality STEM graduates.

引用

页码：713 / 716

页数：4

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