1. Climate Change Education: Engaging
Teachers and Students and Correcting
Misconceptions Using NASA Data
Kevin Czajkowski
University of Toledo
Kevin.czajkowski@utoledo.edu
419-530-4274

2. The Team
Kevin Egan Patrick Lawrence
Economics Department Geography and Planning
Defne Apul
Civil and Environmental
Engineering Thomas Megeath
Physics and Astronomy
Karen Bjorkman
Sanjay Khare Dean College of Natural
Physics and Astronomy Sciences and Mathematics
Ricky Becker
Environmental Sciences
Gale Mentzer
Mikell-Lynne Hedley INSPIRE Evaluation Services
Science Education
David “Jim” Nemeth
Geography and Planning

3. Our Approach
• 5 modules to address Misconceptions in Climate Change
understanding
– Each module is stand alone
– Videos, models, NASA data
• Use 5 E approach
– Engage, Explore, Explain, Extend and Evaluation
• Use counterfactuals to engage students in critical thinking
• Students take pre/post test
• Teachers and students get certificates after completing each
module
• Test pilot with Toledo Diocese Schools

4. Development of the web interface
Center for Creative Instruction Award winning graphics design
University of Toledo group at the University of
Toledo will add pizzazz to the
modules.
Bobbi Vaughn McGraw-Hill Corporate
Associate Director & Achievement Award in the
Manager, Software innovation category.
Engineering
CCI is a multimedia
development center that is Their Anatomy and
dedicated to developing and Physiology Revealed 3D
Ted Ronau graphical education
Research Technologist implementing innovative software won the
technologies

5. What do you think of this design?
What do you think of the title, CLIMATE (Climate Lessons
Investigating Misconceptions And Twenty-first Century
Education)?

6. Counterfactuals
• The Internet proliferates misconceptions of climate
change.
• Each module will use counterfactuals to address
misconceptions.
– Can help address student susceptibility to
misconceptions.
– Promote critical thinking using constructivist
approach

7. Misconception: Weather and climate are the same
thing.
Module: What is the relationship between short-term
weather and long-term climate change?
terrestrial planets like Earth?
Jan. 18, 2009 Jan. 21, 2010 Jan. 24, 2011 Jan. 21, 2012
Lake Erie freezes over 100% in some years and not
very much in others. This year to year variation is
due to changes in the weather.

8. Misconception: Climate change will have no significant
impact on people or nature.
Module: Response of the Sahel region of Africa to
climate change
• View Lake Chad from 1973-
2001
• Investigate the Palmer Drought
Index in the Sahel over time
Lake Chad Shrinking 1973-2001

9. Misconception: Individuals cannot make a difference.
Module: How can I reduce my greenhouse gas
emissions?
• Students will calculate
their carbon footprint.
• Students will extend that
to their entire class and
then to their state using
the Vulcan website.
CO2 emissions 2002 from fossil fuels

10. Misconception: Is the uncertainty related to the exact current
and future global climate change damages an excuse for
inaction?
Module: Investigate the cost-benefit ratio of action/inaction
• Students will use the
production possibility
curve model to see how
action will not hurt the
economy or cost jobs
• Students will learn how to
perform a cost-benefit
Example cost-benefit analysis
analysis: visualization

11. Future Activities
• 2012
– Finish drafts of modules
– Test pilot modules with classrooms in Toledo area
– Revise modules based on feedback
• 2013
– Roll out to entire Toledo Diocese schools
• 2014
– Disseminate widely

12. Climate Change Education: Engaging
Teachers and Students and Correcting
Misconceptions Using NASA Data
Kevin Czajkowski
University of Toledo
Kevin.czajkowski@utoledo.edu
419-530-4274