MEASURING ENGAGEMENT AND LEARNING OUTCOMES DURING A TEACHER PROFESSIONAL DEVELOPMENT WORKSHOP ABOUT CREATIVE CLIMATE COMMUNICATION
We studied the engagement and learning gains of sixteen teachers throughout a one-day teacher professional development workshop focused on creative strategies to communicate about climate change. The workshop consisted of presentations about climate science, climate communication, storytelling and filmmaking, which were delivered using different pedagogical approaches. Presentations were interspersed with group exercises, clicker questions, videos and discussions. Using a pre-post test design we measure learning gains and attitude changes towards climate change among participating teachers. Teachers wore a hand sensor to measure galvanic skin conductance as a proxy of emotional engagement. We collected self-reflection data on engagement throughout the workshop as well as after the workshop through a reflection survey. Teachers further provided self-reflection on their skin conductance data. The qualitative data provide critical information to aid the interpretation of skin conductance readings. Results indicate that teachers were most engaged during group work, discussions and during video viewing as compared to lecture-style presentations. We discuss the benefits and limitations of using galvanic skin sensors to inform the design of teacher professional development opportunities.