USING GIS TO SUPPORT A DATA DRIVEN CONSTRUCTIVIST APPROACH TO TEACHING GLOBAL CLIMATE CHANGE

We created two GIS labs (ArcGIS) that utilize the Learning for Use curricular design model (Edelson, 2001). Both labs are data-driven learning modules to motivate student learning and build new knowledge about climate and global change concepts. The first module utilizes satellite and model output data to engage students in predicting Earth's surface temperature without an atmosphere. Students then develop explanations as to the extent of radiative forcing providing by the atmosphere as a whole. These explanations are then compared with actual data; thus, allowing students to refine further their explanations. The second module uses a problem-based approach. Students are asked to use GIS to develop three scenarios, based on model data (Solomon, 2009 and Poore, et. al, 2000) for global sea-level rise of 2.0, 17.0 and 90.0 meters. Students select their own geographic region to study, with many students choosing coastal communities with high population densities. Most students also chose to examine impacts on local hydrologic regimes. We present here preliminary data on student learning gains through implementation of knowledge surveys (Wirth, 2005).