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So What’s A Teacher to Do? Dr. Eugenie Scott
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AGWFacts
Feb 7, 2012, 10:05:54 PM2/7/12
to
So What’s A Teacher to Do? Dr. Eugenie Scott
http://www.realclimate.org/index.php/archives/2012/02/so-whats-a-teacher-to-do/
Filed under: Climate Science group @ 4 February 2012
Guest Commentary by Eugenie Scott, National Center for Science
Education
Imagine you’re a middle-school science teacher, and you get to the
section of the course where you’re to talk about climate change.
You mention the “C” words, and two students walk out of the class.
Or you mention global warming and a hand shoots up.
“Mrs. Brown! My dad says global warming is a hoax!”
Or you come to school one morning and the principal wants to see
you because a parent of one of your students has accused you of
political bias because you taught what scientists agree about:
that the Earth is getting warmer, and human actions have had an
important role in this warming.
Or you pick up the newspaper and see that your state legislature
is considering a bill that declares that accepted sciences like
global warming (and evolution, of course) are “controversial
issues” that require “alternatives” to be taught.
http://www.seattlepi.com/local/article/Federal-Way-schools-restrict-Gore-film-1224947.php
http://www.guardian.co.uk/environment/blog/2011/may/17/global-warming-school-teaching-controversy/
http://ncse.com/news/2010/03/evolution-global-warming-redux-005359
Incidents like these have happened in one or more states, and they
are likely to continue to happen. Teachers are encountering
pushback from many directions as they try to teach global warming
and other climate science topics.
The importance of climate change education is, to the RealClimate
community, a no-brainer. Numerous professional science
organizations, from the American Chemical Society to the American
Geophysical Union to the Geological Society of America have
stressed the imperative of climate science being an integral part
of science education.
So What’s a Teacher to Do?
http://www.ncse.com/
Long a defender of the teaching of evolution, the National Center
for Science Education has recently launched an initiative to
support and defend the teaching of climate change science.
The “support” part has challenges all its own. Unlike evolution,
which easily fits into biology and other life science courses,
climate science spans multiple disciplines and can fall through
disciplinary cracks in biology, chemistry and physics, or appear
briefly in more specialized disciplines like ecology or Earth
sciences. Moreover, climate science is complex and often
non-intuitive, and students (and all too often teachers) stumble
over misinformation and misconceptions that are hard to overcome.
Many educational institutions are wrestling with how to support
climate science in the K-12 curriculum.
But the “defend” part is where NCSE will make a unique
contribution. Our experience over the decades helping teachers and
school boards resolve the problems that have arisen over the
teaching of evolution should stand us in good stead in helping
them deal with this newer “controversial science”. Of course,
there are many perspectives affecting the objections to climate
science education, and each requires its own response.
Some of the denial is literal (It’s not happening! The science is
bad!), some of it may be interpretive (it’s maybe happening but
people aren’t to blame), and some of it stems more from the
implications of climate change (it’s happening and maybe humans
are responsible, but someone else is to blame and/or there’s
nothing I can do about it). We’re going to help teachers
understand where pressure against climate science education comes
from, as the first step in helping them construct a response. From
the evolution education controversy we learned long ago that one
does not solve these problems merely by piling on more or better
science: the underlying, motivating issues must be addressed. The
science is essential, but not sufficient.
Climate change education should be an integral part of science
education. Students should graduate from high school and certainly
college with at least a basic understanding of the foundational
concepts of climate science so they can understand human
activities and how they are impacting climate and other aspects of
the earth system.
This is no small task, and obviously NCSE as a relatively small
non-profit can only do so much. We need your help.
We have been successful because we marshal allies, like
scientists, teachers, parents, and other citizens, at the
grassroots. NCSE’s success over recent decades in defending the
teaching of evolution has been due in large measure to scientists
and others who are willing to support good science education
locally and at the state level. We also need scientists to provide
us with their scientific expertise.
If you are a climate scientist, please give us your contact
information so we can consult with you. Also, your contact
information will be helpful to us if something occurs in your
region or state where we need a scientist to write a letter,
testify before a committee, support a teacher, or help in some
other way.
Of course, an obvious way you can help is to join NCSE, but even
if you don’t, your expertise will be helpful to us.
http://ncse.com/climate
Visit our website, and contact our new Programs and Policy
Director, Mark McCaffrey, who will be helping spearhead the new
initiative, to let us know you support our effort. Teachers will
thank you.
--
"I'd like the globe to warm another degree or two or three... and CO2 levels
to increase perhaps another 100ppm - 300ppm." -- cato...@sympatico.ca
http://www.realclimate.org/index.php/archives/2012/02/so-whats-a-teacher-to-do/
Filed under: Climate Science group @ 4 February 2012
Guest Commentary by Eugenie Scott, National Center for Science
Education
Imagine you’re a middle-school science teacher, and you get to the
section of the course where you’re to talk about climate change.
You mention the “C” words, and two students walk out of the class.
Or you mention global warming and a hand shoots up.
“Mrs. Brown! My dad says global warming is a hoax!”
Or you come to school one morning and the principal wants to see
you because a parent of one of your students has accused you of
political bias because you taught what scientists agree about:
that the Earth is getting warmer, and human actions have had an
important role in this warming.
Or you pick up the newspaper and see that your state legislature
is considering a bill that declares that accepted sciences like
global warming (and evolution, of course) are “controversial
issues” that require “alternatives” to be taught.
http://www.seattlepi.com/local/article/Federal-Way-schools-restrict-Gore-film-1224947.php
http://www.guardian.co.uk/environment/blog/2011/may/17/global-warming-school-teaching-controversy/
http://ncse.com/news/2010/03/evolution-global-warming-redux-005359
Incidents like these have happened in one or more states, and they
are likely to continue to happen. Teachers are encountering
pushback from many directions as they try to teach global warming
and other climate science topics.
The importance of climate change education is, to the RealClimate
community, a no-brainer. Numerous professional science
organizations, from the American Chemical Society to the American
Geophysical Union to the Geological Society of America have
stressed the imperative of climate science being an integral part
of science education.
So What’s a Teacher to Do?
http://www.ncse.com/
Long a defender of the teaching of evolution, the National Center
for Science Education has recently launched an initiative to
support and defend the teaching of climate change science.
The “support” part has challenges all its own. Unlike evolution,
which easily fits into biology and other life science courses,
climate science spans multiple disciplines and can fall through
disciplinary cracks in biology, chemistry and physics, or appear
briefly in more specialized disciplines like ecology or Earth
sciences. Moreover, climate science is complex and often
non-intuitive, and students (and all too often teachers) stumble
over misinformation and misconceptions that are hard to overcome.
Many educational institutions are wrestling with how to support
climate science in the K-12 curriculum.
But the “defend” part is where NCSE will make a unique
contribution. Our experience over the decades helping teachers and
school boards resolve the problems that have arisen over the
teaching of evolution should stand us in good stead in helping
them deal with this newer “controversial science”. Of course,
there are many perspectives affecting the objections to climate
science education, and each requires its own response.
Some of the denial is literal (It’s not happening! The science is
bad!), some of it may be interpretive (it’s maybe happening but
people aren’t to blame), and some of it stems more from the
implications of climate change (it’s happening and maybe humans
are responsible, but someone else is to blame and/or there’s
nothing I can do about it). We’re going to help teachers
understand where pressure against climate science education comes
from, as the first step in helping them construct a response. From
the evolution education controversy we learned long ago that one
does not solve these problems merely by piling on more or better
science: the underlying, motivating issues must be addressed. The
science is essential, but not sufficient.
Climate change education should be an integral part of science
education. Students should graduate from high school and certainly
college with at least a basic understanding of the foundational
concepts of climate science so they can understand human
activities and how they are impacting climate and other aspects of
the earth system.
This is no small task, and obviously NCSE as a relatively small
non-profit can only do so much. We need your help.
We have been successful because we marshal allies, like
scientists, teachers, parents, and other citizens, at the
grassroots. NCSE’s success over recent decades in defending the
teaching of evolution has been due in large measure to scientists
and others who are willing to support good science education
locally and at the state level. We also need scientists to provide
us with their scientific expertise.
If you are a climate scientist, please give us your contact
information so we can consult with you. Also, your contact
information will be helpful to us if something occurs in your
region or state where we need a scientist to write a letter,
testify before a committee, support a teacher, or help in some
other way.
Of course, an obvious way you can help is to join NCSE, but even
if you don’t, your expertise will be helpful to us.
http://ncse.com/climate
Visit our website, and contact our new Programs and Policy
Director, Mark McCaffrey, who will be helping spearhead the new
initiative, to let us know you support our effort. Teachers will
thank you.
--
"I'd like the globe to warm another degree or two or three... and CO2 levels
to increase perhaps another 100ppm - 300ppm." -- cato...@sympatico.ca
gaby de wilde
Feb 7, 2012, 10:20:26 PM2/7/12
to
On Feb 8, 4:05 am, AGWFacts <AGWFa...@ipcc.org> wrote:
> So What’s A Teacher to Do? Dr. Eugenie Scott
>
> http://www.realclimate.org/index.php/archives/2012/02/so-whats-a-teac...
> So What’s A Teacher to Do? Dr. Eugenie Scott
>
>
> Filed under: Climate Science group @ 4 February 2012
>
> Guest Commentary by Eugenie Scott, National Center for Science
> Education
>
> Imagine you’re a middle-school science teacher, and you get to the
> section of the course where you’re to talk about climate change.
> You mention the “C” words, and two students walk out of the class.
>
> Or you mention global warming and a hand shoots up.
>
> “Mrs. Brown! My dad says global warming is a hoax!”
>
> Or you come to school one morning and the principal wants to see
> you because a parent of one of your students has accused you of
> political bias because you taught what scientists agree about:
> that the Earth is getting warmer, and human actions have had an
> important role in this warming.
>
> Or you pick up the newspaper and see that your state legislature
> is considering a bill that declares that accepted sciences like
> global warming (and evolution, of course) are “controversial
> issues” that require “alternatives” to be taught.
>
> http://www.seattlepi.com/local/article/Federal-Way-schools-restrict-G...
> Filed under: Climate Science group @ 4 February 2012
>
> Guest Commentary by Eugenie Scott, National Center for Science
> Education
>
> Imagine you’re a middle-school science teacher, and you get to the
> section of the course where you’re to talk about climate change.
> You mention the “C” words, and two students walk out of the class.
>
> Or you mention global warming and a hand shoots up.
>
> “Mrs. Brown! My dad says global warming is a hoax!”
>
> Or you come to school one morning and the principal wants to see
> you because a parent of one of your students has accused you of
> political bias because you taught what scientists agree about:
> that the Earth is getting warmer, and human actions have had an
> important role in this warming.
>
> Or you pick up the newspaper and see that your state legislature
> is considering a bill that declares that accepted sciences like
> global warming (and evolution, of course) are “controversial
> issues” that require “alternatives” to be taught.
>
>
> http://www.guardian.co.uk/environment/blog/2011/may/17/global-warming...
Teach the kids about the miracle of LENR and the COLD FUSION around
it.
Nothing could anger the coal mongers more.
Wear the lab coat then point at the cell and say: "Look children,
there is the global warming, All Gore was right."
alanm...@yahoo.com
Feb 8, 2012, 8:47:50 AM2/8/12
to
On Feb 7, 7:05 pm, AGWFacts <AGWFa...@ipcc.org> wrote:
> So What’s A Teacher to Do? Dr. Eugenie Scott
>
> http://www.realclimate.org/index.php/archives/2012/02/so-whats-a-teac...
> So What’s A Teacher to Do? Dr. Eugenie Scott
>
>
> Filed under: Climate Science group @ 4 February 2012
>
> Guest Commentary by Eugenie Scott, National Center for Science
> Education
>
> Imagine you’re a middle-school science teacher, and you get to the
> section of the course where you’re to talk about climate change.
> You mention the “C” words, and two students walk out of the class.
>
(cut)
> Filed under: Climate Science group @ 4 February 2012
>
> Guest Commentary by Eugenie Scott, National Center for Science
> Education
>
> Imagine you’re a middle-school science teacher, and you get to the
> section of the course where you’re to talk about climate change.
> You mention the “C” words, and two students walk out of the class.
>
You should be teaching the BASICS- like the earth orbiting the sun,
the tilt of the earth's axis causing seasons, ,
Newton's laws of motion, simple electronic circuits, etc. Leave the
CAGW propaganda for current events class.
- A. McIntire
erschro...@gmail.com
Feb 8, 2012, 11:16:05 AM2/8/12
to
On Feb 8, 8:47 am, "alanmc95...@yahoo.com" <alanmc95...@yahoo.com>
wrote:
So not teach theories or facts? Just teach objects fall without
mentioning gravity or what causes it?
wrote:
mentioning gravity or what causes it?
AGWFacts
Feb 8, 2012, 12:30:38 PM2/8/12
to
> Teach the kids about the miracle of LENR and the COLD FUSION around
> it.
There is no such thing as exothermic "cold fusion"
> it.
--
"I'd like the globe to warm another degree or two or three... and CO2 levels
be...@iwaynet.net
Feb 8, 2012, 5:48:33 PM2/8/12
to
On 2/8/2012 12:30 PM, AGWFacts wrote:
> There is no such thing as exothermic "cold fusion"
Oh look Muffy! AGWFacts used his God-like superpowers to scan all
> There is no such thing as exothermic "cold fusion"
reality to make the pronouncement that "exothermic cold fusion" doesn't
exist.
He sort of forgot that saying something is "impossible" is the
mathematical equivalent of saying "I'm a moron".
Although such statements from him don't surprise us...
Bill Snyder
Feb 8, 2012, 5:58:24 PM2/8/12
to
On Wed, 08 Feb 2012 17:48:33 -0500, "BJA...@teranews.com"
<be...@iwaynet.net> wrote:
>On 2/8/2012 12:30 PM, AGWFacts wrote:
>
>> There is no such thing as exothermic "cold fusion"
>
>Oh look Muffy! AGWFacts used his God-like superpowers to scan all
>reality to make the pronouncement that "exothermic cold fusion" doesn't
>exist.
>
>He sort of forgot that saying something is "impossible" is the
>mathematical equivalent of saying "I'm a moron".
Nahh. Making 2 + 2 add up to 5 is impossible. Lossless
<be...@iwaynet.net> wrote:
>On 2/8/2012 12:30 PM, AGWFacts wrote:
>
>> There is no such thing as exothermic "cold fusion"
>
>Oh look Muffy! AGWFacts used his God-like superpowers to scan all
>reality to make the pronouncement that "exothermic cold fusion" doesn't
>exist.
>
>He sort of forgot that saying something is "impossible" is the
>mathematical equivalent of saying "I'm a moron".
compression that works on every file is impossible. Getting you
to tell the truth is impossible.
>Although such statements from him don't surprise us...
to surprise anyone either.
--
Bill Snyder [This space unintentionally left blank]
be...@iwaynet.net
Feb 8, 2012, 11:04:29 PM2/8/12
to
On 2/8/2012 5:58 PM, Bill Snyder wrote:
> On Wed, 08 Feb 2012 17:48:33 -0500, "BJA...@teranews.com"
> <be...@iwaynet.net> wrote:
>
>> On 2/8/2012 12:30 PM, AGWFacts wrote:
>>
>>> There is no such thing as exothermic "cold fusion"
>>
>> Oh look Muffy! AGWFacts used his God-like superpowers to scan all
>> reality to make the pronouncement that "exothermic cold fusion" doesn't
>> exist.
>>
>> He sort of forgot that saying something is "impossible" is the
>> mathematical equivalent of saying "I'm a moron".
> Nahh. Making 2 + 2 add up to 5 is impossible. Lossless
> compression that works on every file is impossible. Getting you
> to tell the truth is impossible.
Oh, look Muffy! "Bill Snyder" has just asserted he's the mathematical
> On Wed, 08 Feb 2012 17:48:33 -0500, "BJA...@teranews.com"
> <be...@iwaynet.net> wrote:
>
>> On 2/8/2012 12:30 PM, AGWFacts wrote:
>>
>>> There is no such thing as exothermic "cold fusion"
>>
>> Oh look Muffy! AGWFacts used his God-like superpowers to scan all
>> reality to make the pronouncement that "exothermic cold fusion" doesn't
>> exist.
>>
>> He sort of forgot that saying something is "impossible" is the
>> mathematical equivalent of saying "I'm a moron".
> Nahh. Making 2 + 2 add up to 5 is impossible. Lossless
> compression that works on every file is impossible. Getting you
> to tell the truth is impossible.
equivalent of a moron!
Bill, I don't even need God-like super powers to know that I can invent
a mathematical system where parallel lines meet or 2+2 = 5. Thinking
isn't your strong suit, is it?
>> Although such statements from him don't surprise us...
>
> And your talking to the voices in your head in public is unlikely
> to surprise anyone either.
such a diagnosis.
PS. I'm telling the truth right now. Oops! I guess that makes you a
self-declared moron again!
Bill Snyder
Feb 9, 2012, 1:30:02 AM2/9/12
to
On Wed, 08 Feb 2012 23:04:29 -0500, "BJA...@teranews.com"
understand math much better than you do, anyway.
>Bill, I don't even need God-like super powers to know that I can invent
>a mathematical system where parallel lines meet or 2+2 = 5. Thinking
>isn't your strong suit, is it?
Dealing in the same definitions as the sane people isn't your
strong suit, is it? In standard arithmetic, even a loony like you
can't make two and two add to five. (Not that you can't "invent"
lots and lots of bullshit. Not that you don't, every day.)
>>> Although such statements from him don't surprise us...
>>
>> And your talking to the voices in your head in public is unlikely
>> to surprise anyone either.
>
>I still haven't seen your medical credentials that qualify you to make
>such a diagnosis.
I still haven't seen your medical credentials that qualify you to
be running around loose.
>PS. I'm telling the truth right now. Oops! I guess that makes you a
>self-declared moron again!
No, it just make you a liar again. Not that *that* will surprise
anybody.
<be...@iwaynet.net> wrote:
>On 2/8/2012 5:58 PM, Bill Snyder wrote:
>> On Wed, 08 Feb 2012 17:48:33 -0500, "BJA...@teranews.com"
>> <be...@iwaynet.net> wrote:
>>
>>> On 2/8/2012 12:30 PM, AGWFacts wrote:
>>>
>>>> There is no such thing as exothermic "cold fusion"
>>>
>>> Oh look Muffy! AGWFacts used his God-like superpowers to scan all
>>> reality to make the pronouncement that "exothermic cold fusion" doesn't
>>> exist.
>>>
>>> He sort of forgot that saying something is "impossible" is the
>>> mathematical equivalent of saying "I'm a moron".
>
>> Nahh. Making 2 + 2 add up to 5 is impossible. Lossless
>> compression that works on every file is impossible. Getting you
>> to tell the truth is impossible.
>
>Oh, look Muffy! "Bill Snyder" has just asserted he's the mathematical
>equivalent of a moron!
Sorry, Muffy's off chasing a car again. And she doesn't
>On 2/8/2012 5:58 PM, Bill Snyder wrote:
>> On Wed, 08 Feb 2012 17:48:33 -0500, "BJA...@teranews.com"
>> <be...@iwaynet.net> wrote:
>>
>>> On 2/8/2012 12:30 PM, AGWFacts wrote:
>>>
>>>> There is no such thing as exothermic "cold fusion"
>>>
>>> Oh look Muffy! AGWFacts used his God-like superpowers to scan all
>>> reality to make the pronouncement that "exothermic cold fusion" doesn't
>>> exist.
>>>
>>> He sort of forgot that saying something is "impossible" is the
>>> mathematical equivalent of saying "I'm a moron".
>
>> Nahh. Making 2 + 2 add up to 5 is impossible. Lossless
>> compression that works on every file is impossible. Getting you
>> to tell the truth is impossible.
>
>Oh, look Muffy! "Bill Snyder" has just asserted he's the mathematical
>equivalent of a moron!
understand math much better than you do, anyway.
>Bill, I don't even need God-like super powers to know that I can invent
>a mathematical system where parallel lines meet or 2+2 = 5. Thinking
>isn't your strong suit, is it?
strong suit, is it? In standard arithmetic, even a loony like you
can't make two and two add to five. (Not that you can't "invent"
lots and lots of bullshit. Not that you don't, every day.)
>>> Although such statements from him don't surprise us...
>>
>> And your talking to the voices in your head in public is unlikely
>> to surprise anyone either.
>
>I still haven't seen your medical credentials that qualify you to make
>such a diagnosis.
I still haven't seen your medical credentials that qualify you to
>PS. I'm telling the truth right now. Oops! I guess that makes you a
>self-declared moron again!
anybody.
alanm...@yahoo.com
Feb 9, 2012, 9:06:10 AM2/9/12
to
On Feb 8, 8:16 am, "erschroedin...@gmail.com"
motion.."
You never heard of Newton's Theory OF UNIVERSAL GRAVITATION"?
- A. McIntire
<erschroedin...@gmail.com> wrote:
> On Feb 8, 8:47 am, "alanmc95...@yahoo.com" <alanmc95...@yahoo.com>
> wrote:
>
>
>
>
>
>
>
>
>
> > On Feb 7, 7:05 pm, AGWFacts <AGWFa...@ipcc.org> wrote:> So What’s A Teacher to Do? Dr. Eugenie Scott
>
> > >http://www.realclimate.org/index.php/archives/2012/02/so-whats-a-teac...
>
> > > Filed under: Climate Science group @ 4 February 2012
>
> > > Guest Commentary by Eugenie Scott, National Center for Science
> > > Education
>
> > > Imagine you’re a middle-school science teacher, and you get to the
> > > section of the course where you’re to talk about climate change.
> > > You mention the “C” words, and two students walk out of the class.
>
> > (cut)
> On Feb 8, 8:47 am, "alanmc95...@yahoo.com" <alanmc95...@yahoo.com>
> wrote:
>
>
>
>
>
>
>
>
>
> > On Feb 7, 7:05 pm, AGWFacts <AGWFa...@ipcc.org> wrote:> So What’s A Teacher to Do? Dr. Eugenie Scott
>
> > >http://www.realclimate.org/index.php/archives/2012/02/so-whats-a-teac...
>
> > > Filed under: Climate Science group @ 4 February 2012
>
> > > Guest Commentary by Eugenie Scott, National Center for Science
> > > Education
>
> > > Imagine you’re a middle-school science teacher, and you get to the
> > > section of the course where you’re to talk about climate change.
> > > You mention the “C” words, and two students walk out of the class.
>
> > (cut)
> > e the earth orbiting the sun,
> > the tilt of the earth's axis causing seasons, ,
> > Newton's laws of motion, simple electronic circuits, etc. Leave the
> > CAGW propaganda for current events class.
> > - A. McIntire
>
> So not teach theories or facts?
" You should be teaching the BASICS- like.... Newton's laws of
> > the tilt of the earth's axis causing seasons, ,
> > Newton's laws of motion, simple electronic circuits, etc. Leave the
> > CAGW propaganda for current events class.
> > - A. McIntire
>
> So not teach theories or facts?
motion.."
You never heard of Newton's Theory OF UNIVERSAL GRAVITATION"?
- A. McIntire
AGWFacts
Feb 9, 2012, 12:27:09 PM2/9/12
to
> > There is no such thing as exothermic "cold fusion"
> Oh look Muffy! AGWFacts used his God-like superpowers to scan all
> reality to make the pronouncement that "exothermic cold fusion" doesn't
> exist.
It is an observed fact. It is also impossible, therefore we know
> Oh look Muffy! AGWFacts used his God-like superpowers to scan all
> reality to make the pronouncement that "exothermic cold fusion" doesn't
> exist.
it will never be observed.
AGWFacts
Feb 9, 2012, 12:28:34 PM2/9/12
to
On Wed, 08 Feb 2012 10:25:33 -0800, gordo
<grme...@shaw.ca.remove> wrote:
> Imagine a world where one of the 4 top runners for the US presidency
> does not believe in evolution or global warming. The other 3 flip flop
> on the issues. What kind of a committee can there be to educate these
> creepy people.
They are only catering to their voters: what they actually believe
and what they think are probably much different than what they
claim to believe and think.
<grme...@shaw.ca.remove> wrote:
> does not believe in evolution or global warming. The other 3 flip flop
> on the issues. What kind of a committee can there be to educate these
> creepy people.
They are only catering to their voters: what they actually believe
and what they think are probably much different than what they
claim to believe and think.
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