Education Week - November 24, 2021 - 14

becomes a critical aspect of student well-being and mental
health, " said Maria Vamvalis, a doctoral candidate in
curriculum and pedagogy at the University of Toronto, who
studies climate change education.
One strategy: focus on local problems, local solutions
In its position statement on teaching climate science, the
National Science Teaching Association says that lessons
should include discussion of how to address the problem-
recommending that teachers " analyze different climate
change mitigation strategies with students, including those
that reduce carbon emissions as well as those aimed at
building resilience to the effects of global climate change. "
And among teachers who cover climate change in class,
most do spend at least some time talking about solutions. In a
National Center for Science Education survey of middle and
high school science teachers published in 2016, 88 percent said
they talked about personal responsibility, like turning off lights
or walking to school. The same percentage said they talked
about how to make technologies more energy efficient.
Still, only 29 percent said that they talked about policy
approaches, like cap-and-trade or carbon taxes.
The United Nations' IPCC report is clear that in order to
stop the planet from getting hotter, countries will have to stop
adding fossil fuel emissions and other greenhouse gases to the
atmosphere-an outcome that experts say will require the use
of policy levers. But talking about that reality can feel risky for
science teachers who feel that they need to avoid politics in the
classroom, said Glenn Branch, the deputy director of NCSE.
" Science teachers are mindful of the mores of their
community. They don't want to be seen as advocating for
particular policies, especially in ways that their community
may disagree with, " he said.
For this reason, some teachers focus on local problems
and local solutions, rather than trying to engage students in
national policy debates. Britney House, an 8th and 9th grade
science teacher at Morris Area High School in Morris, Minn.,
has talked to her students every year about the effects of
factory farming-large-scale agricultural production designed
to maximize production and cut costs-on the environment
worldwide.
But agriculture is central to the economy in her area of
rural Minnesota, and students used to feel that the way she
presented the issue painted their community as the problem.
" They felt a little attacked, " she said.
Recently, she switched up her approach, inviting guest
speakers from the county's soil and water conservation
department to talk with students about its efforts to address
water pollution and soil erosion from agricultural land.
Some students come from families that have been farming
for generations, so the class talks about how changing weather
patterns have affected their livelihoods. And they focus on how
their county is acting to address problems.
" I try to focus more on our own community, because
that's something they feel like they can have control over, "
House said. " They don't have control over what the United
Nations does. "
The Oceanside School District in New York is taking a similar
14 | EDUCATION WEEK | November 24, 2021 | www.edweek.org
approach, bringing global goals into a local context. Mitch
Bickman, the director of K-12 social studies education in the
district, is starting to write curricula around some of the United
Nations' Sustainable Development Goals with his team. The
district is working with the Institute for Humane Education,
which promotes a " solutionary " approach-teaching students
how to identify " inhumane, unsustainable, and unjust
systems " and work to better them.
Eventually, they want to host a " solutionary fair, " during
which students will present their proposed approaches for
tackling community environmental problems in front of
school and community boards that would have the power to
implement their ideas.
Having students develop and pitch policy solutions makes
confronting politics unavoidable. But Bickman hopes that
the student-led nature of the projects will quell any notions
that teachers are pushing an agenda. " When the kids are
driving the conversation, the questions, and the work, it's
pretty powerful, and it's generally something that parents are
supportive of, " Bickman said.
'Solutionary action is a trauma-informed practice'
A focus on local issues can also help students emotionally
process the ways that climate change is already affecting
their lives. In San Mateo County, Calif., a fellowship program
for current teachers takes a trauma-informed approach to
environmental literacy.
Students in the area feel the effects of climate change on a
regular basis, through wildfires, drought, and air pollution,
said Andra Yeghoian, the county office of education's
environmental literacy and sustainability coordinator.
The training shows teachers how to connect these
local issues to broader global trends and how to start
conversations that give students room to share their fears,
anxieties, and hopes. For example, Yeghoian said, classes
might take a deep dive into climate data, exploring what
higher temperatures or sea-level rise would mean for their
county, specifically. Then, they'd open up 15 minutes or so
for reflections, she said: " How does it feel to look at what sealevel
rise looks like? How does it feel to think about the next
20 years like that? "
The fellowship trains teachers in the Institute for Humane
Education's solutionary approach, and prepares them
to teach a project-based learning unit in which students
examine an environmental problem and develop a solution.
" Just the idea of taking kids to solutionary action is a
trauma-informed practice, " Yeghoian said. " It's about
empowerment. "
Niederhelman, the Massachusetts sophomore, said
that knowing other young people in her community care
about climate change-and knowing that they're working
together toward shared goals through organizations like the
green team-helps her feel optimistic. " Since we have that
foundation right now, we can easily build off of that, " she said.
For some students and teachers, it's possible to engender
this optimism about local actions. But is there a way
for science classes to make students feel like solutions
are possible on a global scale? At Carmel Catholic High
http://www.edweek.org

Education Week - November 24, 2021

Table of Contents for the Digital Edition of Education Week - November 24, 2021

Education Week - November 24, 2021
6 Challenges for Science Educators
Science Denial In the Classroom: What Causes It? How Should Teachers Respond?
5 Ways to Teach Climate Change, COVID-19 in Polarized Times
Finding Hope In the Face of Climate Change: Why Some Teachers Focus on Solutions
COVID-19 Is a Science Lesson Waiting to Happen
Here’s How to Make Science More Relevant for Students of Color
Catching Up Native American Students In Science
Education Week - November 24, 2021 - Education Week - November 24, 2021
Education Week - November 24, 2021 - C2
Education Week - November 24, 2021 - 1
Education Week - November 24, 2021 - 2
Education Week - November 24, 2021 - 6 Challenges for Science Educators
Education Week - November 24, 2021 - 4
Education Week - November 24, 2021 - 5
Education Week - November 24, 2021 - Science Denial In the Classroom: What Causes It? How Should Teachers Respond?
Education Week - November 24, 2021 - 7
Education Week - November 24, 2021 - 8
Education Week - November 24, 2021 - 9
Education Week - November 24, 2021 - 5 Ways to Teach Climate Change, COVID-19 in Polarized Times
Education Week - November 24, 2021 - 11
Education Week - November 24, 2021 - 12
Education Week - November 24, 2021 - Finding Hope In the Face of Climate Change: Why Some Teachers Focus on Solutions
Education Week - November 24, 2021 - 14
Education Week - November 24, 2021 - 15
Education Week - November 24, 2021 - COVID-19 Is a Science Lesson Waiting to Happen
Education Week - November 24, 2021 - 17
Education Week - November 24, 2021 - Here’s How to Make Science More Relevant for Students of Color
Education Week - November 24, 2021 - 19
Education Week - November 24, 2021 - 20
Education Week - November 24, 2021 - Catching Up Native American Students In Science
Education Week - November 24, 2021 - 22
Education Week - November 24, 2021 - 23
Education Week - November 24, 2021 - 24
Education Week - November 24, 2021 - C3
Education Week - November 24, 2021 - C4
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